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| education grants for incarcerated individuals: How to Go to College on a Shoe String Ann Marie O'Phelan, 2008 Once again in 2006 the cost to attend college was double the inflation rate, according to the report Trends in College Pricing 2006. The average rate of tuition at four-year private colleges was about $21,235; four-year public universities average $5,491. Tuition costs, of course, are just the beginning now add room and board, the cost of attending a private college is $29,026 per year on average, and $12,127 at four-year public universities. Take a look at IVY league universities such as Princeton and the total fees will climb to nearly $37,000. An 8% college inflation rate means that the cost of college doubles every nine years. For a baby born today, this means that college costs will be more than three times current rates when the child is ready for college. The average debt for graduating college seniors who borrow to finance their undergraduate degree is just under $20,000. But there is good news. There is more financial aid available than ever before over $134 billion. And, despite all of these college cost increases, a college education remains an affordable choice for most families. Armed with the information detailed in this comprehensive book you will be privy to over 2,200 programs that offer scholarships, internships, or loans to more than 1.7 million students each year. These are scholarships, grants, and loan programs that you have never heard of for example: The Millennium Scholarship Offers $10,000 to students who have lived in Nevada for at least two years before they graduate from high school. State-funded by Nevada's portion of the lawsuit settlement against national tobacco companies. Or Patrick Kerr Skateboard Scholarship One $5,000 and three $1,000 scholarships to students who promote skateboarding. Created by a Philadelphia mother after her 15-year-old son was killed while skateboarding. Are you tall ? Then apply for the Tall Clubs International Scholarship, Males 6'2 or taller and females 5'10 or higher qualify for a $1000.00 scholarship. In addition to scholarships and grants you will learn hundreds of innovative ways to slash your college cost including: calculating your college budget, Ways to Reduce your college budget, buy your text books & supplies cheap, Earn college credit on an accelerated basis, CLEP, Earn college credit outside the traditional classroom, Make use of payment alternatives, Tax credits, Combine higher education and course-related employment, National and community service, Tuition prepayment plans, Federal Funds, State Aid, credit card use, Private Sector Aid, College Funds. How to apply for loans, grants and scholarships, Preparing the financial Aid Packages, Saving for college, retirement funds, what to do when you are parents are divorced, getting awards, Private Scholarships, The Military, National Service, working while going to school, inexpensive dating ideas, medical & dental coverage, your car, your cell phone, your computer, your dorm room, spring break, entertainment, transportation. Maybe saving money to you does not matter, perhaps you won the lottery, but if you want to learn hundreds of innovative ways to save thousands on your college costs than this book is for you. |
| education grants for incarcerated individuals: Violent Crime Control and Law Enforcement Act of 1994 United States, 1994 |
| education grants for incarcerated individuals: The Ultimate Scholarship Book 2019 Tanabe, Kelly Tanabe, 2018-06-12 The #1 selling scholarship guide from winners of more than $100,000 in scholarships. A directory of more than 1.5 million scholarships, grants and prizes that you can use at any college, The Ultimate Scholarship Book includes helpful indexes to pinpoint the best scholarships for you. |
| education grants for incarcerated individuals: Evaluating the Effectiveness of Correctional Education Lois M. Davis, 2013-08-21 After conducting a comprehensive literature search, the authors undertook a meta-analysis to examine the association between correctional education and reductions in recidivism, improvements in employment after release from prison, and other outcomes. The study finds that receiving correctional education while incarcerated reduces inmates' risk of recidivating and may improve their odds of obtaining employment after release from prison. |
| education grants for incarcerated individuals: How Effective Is Correctional Education, and Where Do We Go from Here? The Results of a Comprehensive Evaluation Lois M. Davis, Jennifer L. Steele, Robert Bozick, Malcolm V. Williams, Susan Turner, Jeremy Miles, Jessica Saunders, Paul S. Steinberg, 2014-02-28 Assesses the effectiveness of correctional education for both incarcerated adults and juveniles, presents the results of a survey of U.S. state correctional education directors, and offers recommendations for improving correctional education. |
| education grants for incarcerated individuals: Doing Time, Writing Lives Patrick W. Berry, 2018 Doing Time, Writing Lives offers a much-needed analysis of the teaching of college writing in U.S. prisons, a racialized space that - despite housing more than 2.2 million people -remains nearly invisible to the general public. Through the examination of a college-in-prison program that promotes the belief that higher education in prison can reduce recidivism and improve life prospects for the incarcerated and their families, author Patrick W. Berry exposes not only incarcerated students' hopes and dreams for their futures but also their anxieties about whether education will help them. Beginning by exploring the need to move beyond narratives of hope when discussing literacy initiatives within prisons, Berry then illustrates how teachers and students frequently hold on to different beliefs about literacy and its power in the world. After discussing the possibilities and limitations of professional writing courses in prisons, the author argues that we need to pay greater attention to teachers and their motivations in prison education initiatives. Finally, he offers a case study of one formerly imprisoned student who uses writing in his current life and how this does (and does not) connect with what he learned in his prison education program. Combining case studies and interviews with the author's own personal experiences teaching writing in prison, Doing Time, Writing Lives chronicles how incarcerated students attempt to write themselves back into a society that has erased their lived histories. It challenges polarizing rhetoric often used to describe what literacy can and cannot deliver, suggesting more nuanced and ethical ways of understanding literacy and possibility in an age of mass incarceration. |
| education grants for incarcerated individuals: The Higher Education Act Congressional Research Service, 2015-01-16 The Higher Education Act of 1965 (HEA; P.L. 89-329) authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Title IV of the HEA authorizes the federal government's major student aid programs, which are the primary source of direct federal support to students pursuing postsecondary education. Titles II, III, and V of the HEA provide institutional aid and support. Additionally, the HEA authorizes services and support for less-advantaged students (select Title IV programs), students pursing international education (Title VI), and students pursuing and institutions offering certain graduate and professional degrees (Title VII). Finally, the most recently added title (Title VIII) authorizes several other programs that support higher education. The HEA was last comprehensively reauthorized in 2008 by the Higher Education Opportunity Act of 2008 (HEOA; P.L. 110-315), which authorized most HEA programs through FY2014. Following the enactment of the HEAO, the HEA has been amended by numerous other laws, most notably the SAFRA Act, part of the Health Care and Education Reconciliation Act of 2010 (P.L. 111-152), which terminated the authority to make federal student loans through the Federal Family Education Loan (FFEL) program. Authorization of appropriations for many HEA programs expired at the end of FY2014 but has been extended through FY2015 under the General Education Provisions Act. This report provides a brief overview of the major provisions of the HEA. |
| education grants for incarcerated individuals: Counting Descent Clint Smith, 2020-01-06 From the author of How the Word is Passed: A Reckoning with the History of Slavery Across America * Winner, 2017 Black Caucus of the American Library Association Literary Award * Finalist, 2017 NAACP Image Awards * One Book One New Orleans 2017 Book Selection * Published in The New Yorker, The New York Times Magazine, Poetry Magazine, The Paris Review, New Republic, Boston Review, The Guardian, The Rumpus, and The Academy of American Poets So many of these poems just blow me away. Incredibly beautiful and powerful. -- Michelle Alexander, Author of The New Jim Crow Counting Descent is a tightly-woven collection of poems whose pages act like an invitation. The invitation is intimate and generous and also a challenge; are you up to asking what is blackness? What is black joy? How is black life loved and lived? To whom do we look to for answers? This invitation is not to a narrow street, or a shallow lake, but to a vast exploration of life. And you’re invited. -- Elizabeth Acevedo, Author of Beastgirl & Other Origin Myths These poems shimmer with revelatory intensity, approaching us from all sides to immerse us in the America that America so often forgets. -- Gregory Pardlo Counting Descent is more than brilliant. More than lyrical. More than bluesy. More than courageous. It is terrifying in its ability to at once not hide and show readers why it wants to hide so badly. These poems mend, meld and imagine with weighted details, pauses, idiosyncrasies and word patterns I've never seen before. -- Kiese Laymon, Author of Long Division Clint Smith's debut poetry collection, Counting Descent, is a coming of age story that seeks to complicate our conception of lineage and tradition. Do you know what it means for your existence to be defined by someone else’s intentions? Smith explores the cognitive dissonance that results from belonging to a community that unapologetically celebrates black humanity while living in a world that often renders blackness a caricature of fear. His poems move fluidly across personal and political histories, all the while reflecting on the social construction of our lived experiences. Smith brings the reader on a powerful journey forcing us to reflect on all that we learn growing up, and all that we seek to unlearn moving forward. |
| education grants for incarcerated individuals: College for Convicts Christopher Zoukis, 2014-10-21 The United States accounts for 5 percent of the world's population, yet incarcerates about 25 percent of the world's prisoners. Examining a wealth of studies by researchers and correctional professionals, and the experience of educators, this book shows recidivism rates drop in direct correlation with the amount of education prisoners receive, and the rate drops dramatically with each additional level of education attained. Presenting a workable solution to America's mass incarceration and recidivism problems, this book demonstrates that great fiscal benefits arise when modest sums are spent educating prisoners. Educating prisoners brings a reduction in crime and social disruption, reduced domestic spending and a rise in quality of life. Instructors considering this book for use in a course may request an examination copy here. |
| education grants for incarcerated individuals: Children of Incarcerated Parents Katherine Gabel, Denise Johnston, 1995 No descriptive material is available for this title. |
| education grants for incarcerated individuals: The Sentences That Create Us PEN America, 2022-01-11 The Sentences That Create Us draws from the unique insights of over fifty justice-involved contributors and their allies to offer inspiration and resources for creating a literary life in prison. Centering in the philosophy that writers in prison can be as vibrant and capable as writers on the outside, and have much to offer readers everywhere, The Sentences That Create Us aims to propel writers in prison to launch their work into the world beyond the walls, while also embracing and supporting the creative community within the walls. The Sentences That Create Us is a comprehensive resource writers can grow with, beginning with the foundations of creative writing. A roster of impressive contributors including Reginald Dwayne Betts (Felon: Poems), Mitchell S. Jackson (Survival Math), Wilbert Rideau (In the Place of Justice) and Piper Kerman (Orange is the New Black), among many others, address working within and around the severe institutional, emotional, psychological and physical limitations of writing prison through compelling first-person narratives. The book’s authors offer pragmatic advice on editing techniques, pathways to publication, writing routines, launching incarcerated-run prison publications and writing groups, lesson plans from prison educators and next-step resources. Threaded throughout the book is the running theme of addressing lived trauma in writing, and writing’s capacity to support an authentic healing journey centered in accountability and restoration. While written towards people in the justice system, this book can serve anyone seeking hard won lessons and inspiration for their own creative—and human—journey. |
| education grants for incarcerated individuals: God in Captivity Tanya Erzen, 2017-03-07 An eye-opening account of how and why evangelical Christian ministries are flourishing in prisons across the United States It is by now well known that the United States’ incarceration rate is the highest in the world. What is not broadly understood is how cash-strapped and overcrowded state and federal prisons are increasingly relying on religious organizations to provide educational and mental health services and to help maintain order. And these religious organizations are overwhelmingly run by nondenominational Protestant Christians who see prisoners as captive audiences. Some twenty thousand of these Evangelical Christian volunteers now run educational programs in over three hundred US prisons, jails, and detention centers. Prison seminary programs are flourishing in states as diverse as Texas and Tennessee, California and Illinois, and almost half of the federal prisons operate or are developing faith-based residential programs. Tanya Erzen gained inside access to many of these programs, spending time with prisoners, wardens, and members of faith-based ministries in six states, at both male and female penitentiaries, to better understand both the nature of these ministries and their effects. What she discovered raises questions about how these ministries and the people who live in prison grapple with the meaning of punishment and redemption, as well as what legal and ethical issues emerge when conservative Christians are the main and sometimes only outside forces in a prison system that no longer offers even the pretense of rehabilitation. Yet Erzen also shows how prison ministries make undeniably positive impacts on the lives of many prisoners: men and women who have no hope of ever leaving prison can achieve personal growth, a sense of community, and a degree of liberation within the confines of their cells. With both empathy and a critical eye, God in Captivity grapples with the questions of how faith-based programs serve the punitive regime of the prison, becoming a method of control behind bars even as prisoners use them as a lifeline for self-transformation and dignity. |
| education grants for incarcerated individuals: Offender Reentry Congressional Research Congressional Research Service, 2015-01-12 The number of people incarcerated in the United States grew steadily for nearly 30 years. That number has been slowly decreasing since 2008, but as of 2012 there were still over 2 million people incarcerated in prisons and jails across the country. The Bureau of Justice Statistics (BJS) reports that since 1990 an average of 590,400 inmates have been released annually from state and federal prisons and almost 5 million ex-offenders are under some form of community-based supervision. Nearly all prisoners will return to their communities as some point. Offender reentry can include all the activities and programming conducted to prepare prisoners to return safely to the community and to live as law-abiding citizens. Some ex-offenders, however, eventually end up back in prison. The BJS's most recent study on recidivism showed that within five years of release nearly three-quarters of ex-offenders released in 2005 came back into contact with the criminal justice system, and more than half returned to prison after either being convicted for a new crime or for violating the conditions of their release. Compared with the average American, ex-offenders are less educated, less likely to be gainfully employed, and more likely to have a history of mental illness or substance abuse-all of which have been shown to be risk factors for recidivism. Three phases are associated with offender reentry programs: programs that take place during incarceration, which aim to prepare offenders for their eventual release; programs that take place during offenders' release period, which seek to connect ex-offenders with the various services they may require; and long-term programs that take place as ex-offenders permanently reintegrate into their communities, which attempt to provide offenders with support and supervision. There is a wide array of offender reentry program designs, and these programs can differ significantly in range, scope, and methodology. Researchers in the offender reentry field have suggested that the best programs begin during incarceration and extend throughout the release and reintegration process. Despite the relative lack of highly rigorous research on the effectiveness of some reentry programs, an emerging what works literature suggests that programs focusing on work training and placement, drug and mental health treatment, and housing assistance have proven to be effective. The federal government's involvement in offender reentry programs typically occurs through grant funding, which is available through a wide array of federal programs at the Departments of Justice, Labor, Education, and Health and Human Services. However, only a handful of grant programs in the federal government are designed explicitly for offender reentry purposes. The Department of Justice has started an interagency Reentry Council to coordinate federal reentry efforts and advance effective reentry policies. |
| education grants for incarcerated individuals: Liberating Minds Ellen Condliffe Lagemann, 2014-09-09 An authoritative and thought-provoking argument for offering free college in prisons—from the former dean of the Harvard Graduate School of Education. Anthony Cardenales was a stickup artist in the Bronx before spending seventeen years in prison. Today he is a senior manager at a recycling plant in Westchester, New York. He attributes his ability to turn his life around to the college degree he earned in prison. Many college-in-prison graduates achieve similar success and the positive ripple effects for their families and communities, and for the country as a whole, are dramatic. College-in-prison programs have been shown to greatly reduce recidivism. They increase post-prison employment, allowing the formerly incarcerated to better support their families and to reintegrate successfully into their communities. College programs also decrease violence within prisons, improving conditions for both correction officers and the incarcerated. Liberating Minds eloquently makes the case for these benefits and also illustrates them through the stories of formerly incarcerated college students. As the country confronts its legacy of over-incarceration, college-in-prison provides a corrective on the path back to a more democratic and humane society. “Lagemann includes intensive research, but her most powerful supporting evidence comes from the anecdotes of former prisoners who have become published poets, social workers, and nonprofit leaders.”—Publishers Weekly |
| education grants for incarcerated individuals: After Prison David J. Harding, Heather M. Harris, 2020-08-31 The incarceration rate in the United States is the highest of any developed nation, with a prison population of approximately 2.3 million in 2016. Over 700,000 prisoners are released each year, and most face significant educational, economic, and social disadvantages. In After Prison, sociologist David Harding and criminologist Heather Harris provide a comprehensive account of young men’s experiences of reentry and reintegration in the era of mass incarceration. They focus on the unique challenges faced by 1,300 black and white youth aged 18 to 25 who were released from Michigan prisons in 2003, investigating the lives of those who achieved some measure of success after leaving prison as well as those who struggled with the challenges of creating new lives for themselves. The transition to young adulthood typically includes school completion, full-time employment, leaving the childhood home, marriage, and childbearing, events that are disrupted by incarceration. While one quarter of the young men who participated in the study successfully transitioned into adulthood—achieving employment and residential independence and avoiding arrest and incarceration—the same number of young men remained deeply involved with the criminal justice system, spending on average four out of the seven years after their initial release re-incarcerated. Not surprisingly, whites are more likely to experience success after prison. The authors attribute this racial disparity to the increased stigma of criminal records for blacks, racial discrimination, and differing levels of social network support that connect whites to higher quality jobs. Black men earn less than white men, are more concentrated in industries characterized by low wages and job insecurity, and are less likely to remain employed once they have a job. The authors demonstrate that families, social networks, neighborhoods, and labor market, educational, and criminal justice institutions can have a profound impact on young people’s lives. Their research indicates that residential stability is key to the transition to adulthood. Harding and Harris make the case for helping families, municipalities, and non-profit organizations provide formerly incarcerated young people access to long-term supportive housing and public housing. A remarkably large number of men in this study eventually enrolled in college, reflecting the growing recognition of college as a gateway to living wage work. But the young men in the study spent only brief spells in college, and the majority failed to earn degrees. They were most likely to enroll in community colleges, trade schools, and for-profit institutions, suggesting that interventions focused on these kinds of schools are more likely to be effective. The authors suggest that, in addition to helping students find employment, educational institutions can aid reentry efforts for the formerly incarcerated by providing supports like childcare and paid apprenticeships. After Prison offers a set of targeted policy interventions to improve these young people’s chances: lifting restrictions on federal financial aid for education, encouraging criminal record sealing and expungement, and reducing the use of incarceration in response to technical parole violations. This book will be an important contribution to the fields of scholarly work on the criminal justice system and disconnected youth. |
| education grants for incarcerated individuals: Fall Enrollment in Colleges and Universities , 1982 |
| education grants for incarcerated individuals: Beyond Recidivism Andrea Leverentz, Elsa Y. Chen, Johnna Christian, 2020-05-05 Understanding reentry experiences after incarceration Prison in the United States often has a revolving door, with droves of formerly incarcerated people ultimately finding themselves behind bars again. In Beyond Recidivism, Andrea Leverentz, Elsa Y. Chen, and Johnna Christian bring together a leading group of interdisciplinary scholars to examine this phenomenon using several approaches to research on recently released prisoners returning to their lives. They focus on the social context of reentry and look at the stories returning prisoners tell, including such key issues as when they choose to reveal (or not) their criminal histories. Drawing on contemporary studies, contributors examine the best ideas that have emerged over the last decade to understanding the challenges prisoners face upon reentering society. Together, they present a complete picture of prisoner reentry, including real-world recommendations for policies to ensure the well-being of returning prisoners, regardless of their past mistakes. |
| education grants for incarcerated individuals: Education for Liberation Gerard Robinson, Elizabeth English Smith, 2019-01-25 Almost 650,000 men and women, approximately the size of the city of Memphis, TN, return home from prison every year. Oftentimes with some pocket change and a bus ticket, they reenter society and struggle to find work, housing, a supportive social network. Economic barriers, the stigma of a felony conviction, and mental health and addiction challenges make reentry a bleak picture, leading some to return to a life of crime. A Department of Justice study of 404,638 inmates in 30 states released in 2005, for example, identified that 68 percent were rearrested within 3 years and 77 percent within 5 years of release. Education and workforce readiness programs must be central components in better preparing individuals to successfully reenter society – and stay out of prison. This book compiles chapters written by individuals on the right and the left of the political spectrum, and within and outside the fields of prison education and reentry that address this need for reform. Chapters feature the voices of prominent national figures pushing for reform, current and former students who have benefitted from an education program while in prison, those teaching or managing educational programs within prison, and researchers, entrepreneurs, and policy influencers. |
| education grants for incarcerated individuals: Prison Education Guide Human Rights Defense Center, 2016-01-01 A Guide to Distance Learning Education Programs for Prisoners. |
| education grants for incarcerated individuals: The School-to-Prison Pipeline Nancy A. Heitzeg, 2016-04-11 This book offers a research and comparison-driven look at the school-to-prison pipeline, its racial dynamics, the connections to mass incarceration, and our flawed educational climate—and suggests practical remedies for change. How is racism perpetuated by the education system, particularly via the school-to-prison pipeline? How is the school to prison pipeline intrinsically connected to the larger context of the prison industrial complex as well as the extensive and ongoing criminalization of youth of color? This book uniquely describes the system of policies and practices that racialize criminalization by routing youth of color out of school and towards prison via the school-to-prison pipeline while simultaneously medicalizing white youth for comparable behaviors. This work is the first to consider and link all of the research and data from a sociological perspective, using this information to locate racism in our educational systems; describe the rise of the so-called prison industrial complex; spotlight the concomitant expansion of the medical-industrial complex as an alternative for controlling the white and well-off, both adult and juveniles; and explore the significance of media in furthering the white racial frame that typically views people of color as criminals as an automatic response. The author also examines the racial dynamics of the school to prison pipeline as documented by rates of suspension, expulsion, and referrals to legal systems and sheds light on the comparative dynamics of the related educational social control of white and middle-class youth in the larger context of society as a whole. |
| education grants for incarcerated individuals: Challenging Power Cynthia Kaufman, 2020-05-28 Arguing that we only have democracy when systems of power are held to account, Kaufman examines the real work being done to challenge the operations of power that underlie four unruly social problems: climate change, sweatshop labour, police abuse, and economic deprivation. In Challenging Power, Kaufman pairs each of these issues with an operation of power -- the large scale influence of multinational corporations; the power of governments; the authority of financial markets; and the control inherent in systems of meaning -- and using case studies like the Rana Plaza disaster in Bangladesh and the killing of Eric Garner, forcefully demonstrates what is involved in challenging these operations of power. Advancing a positive message, Kaufman maintains that these networks are not omnipotent and can be challenged if we develop 'mechanisms of accountability' which allow us to conceptualise the nature of these problems and the actions required to resist them. Kaufman provides then, a model for ethical action that allows us to investigate and appreciate our own connections to the powerful forces that control our world. |
| education grants for incarcerated individuals: The Sea Is Rising and So Are We Cynthia Kaufman, 2021-06-29 The Sea is Rising and So Are We: A Climate Justice Handbook is an invitation to get involved in the movement to build a just and sustainable world in the face of the most urgent challenge our species has ever faced. By explaining the entrenched forces that are preventing rapid action, it helps you understand the nature of the political reality we are facing and arms you with the tools you need to overcome them. The book offers background information on the roots of the crisis and the many rapidly expanding solutions that are being implemented all around the world. It explains how to engage in productive messaging that will pull others into the climate justice movement, what you need to know to help build a successful movement, and the policy changes needed to build a world with climate justice. It also explores the personal side, how engaging in the movement can be good for your mental health. It ends with advice on how you can find the place where you can be the most effective and where you can build climate action into your life in ways that are deeply rewarding. |
| education grants for incarcerated individuals: Don't Shake the Spoon Exchange for Change, Ben Bogart Ed, 2018-09-16 Don't Shake the Spoon is the literary journal for the prison writing non-profit Exchange for Change, which works in several South Florida prisons to teach writing of all types. This is the first volume of collected essays, poems, and stories to be released from Exchange for Change, and features writing from several inmate writers. |
| education grants for incarcerated individuals: College in Prison Daniel Karpowitz, 2017-02-01 Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different. College in Prison chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities. Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States. |
| education grants for incarcerated individuals: Getting Past Capitalism Cynthia C. Kaufman, 2012 Getting Past Capitalism begins with a critique of the impacts of capitalism on human society and the environment. It looks in new ways at what capitalism is and at how it is reproduced. That investigation opens the door to fresh ways of looking at how to challenge it. Cynthia Kaufman looks at some fundamental questions about how capitalism comes to look like a system that is unbeatable, and how people come to have desires that work to reinforce capitalism. Kaufman uses this analysis to develop ideas about how to challenge capitalism. She argues that rather than looking for the fulcrum point in a system that will make it able to be overthrown, we should try to understand what kinds of practices open more spaces for stopping the reproduction of capitalist processes, and what kinds of structures need to be developed to make capitalism a less important part of our world. Getting Past Capitalism includes a critique of capitalism and presentation of alternatives to capitalism, many of which already exist. It explores strategies for developing and strengthening those alternatives. |
| education grants for incarcerated individuals: Fourth City Doran Larson, 2014-02-01 At 2.26 million, incarcerated Americans not only outnumber the nation’s fourth-largest city, they make up a national constituency bound by a shared condition. Fourth City: Essays from the Prison in America presents more than seventy essays from twenty-seven states, written by incarcerated Americans chronicling their experience inside. In essays as moving as they are eloquent, the authors speak out against a national prison complex that fails so badly at the task of rehabilitation that 60% of the 650,000 Americans released each year return to prison. These essays document the authors’ efforts at self-help, the institutional resistance such efforts meet at nearly every turn, and the impact, in money and lives, that this resistance has on the public. Directly confronting the images of prisons and prisoners manufactured by popular media, so-called reality TV, and for-profit local and national news sources, Fourth City recognizes American prisoners as our primary, frontline witnesses to the dysfunction of the largest prison system on earth. Filled with deeply personal stories of coping, survival, resistance, and transformation, Fourth City should be read by every American who believes that law should achieve order in the cause of justice rather than at its cost. |
| education grants for incarcerated individuals: On Prison Education Lucien Morin, 1981 This book, consisting of 19 essays, deals with the meaning and objectives of prison education. Included in the volume are the following works: Inmate Right to Education, by Lucien Morin; Penitentiary Education in Canada, by J. W. Cosman; Rehabilitation through Education: A Canadian Model, by Stephen Duguid; Towards a Prison Curriculum, by William Forster; Education in Prisons: a Developmental and Cultural Perspective, by J. D. Ayers; Can Corrections be Correctional? by Douglas K. Griffin; The Benefits of Advanced Education in Prisons, by T. A. A. Parlett; The Humanities in Prison: A Case Study, by Morgan Lewis; Prison Education and Criminal Choice: The Context of Decision-Making, by Stephen Duguid; On the Place of Values Education in Prisons, by Lucien Morin;Some Theoretical Aspects of Correctional Education, by T. A. A. Parlett; Correctional Education as Practice of the Judicial Approach: A Contradiction, by Lucien Morin; The Idea of Fairness as the Basis for the Educational Reform of the Prison, by Peter Scharf; The Major Psychological Processes in Moral Behavior, by James Rest; Moral Development, Justice and Democracy in the Prison, by Stephen Duguid; Effects of Just Community Programs on the Moral Level and Institutional Perceptions of Youthful Offenders, by William Jennings; Corrections Education and Practical Reasoning: Needs, Methods and Research, by Ian Wright; and Competencies of the Correctional Educator, by Douglas K. Griffin. (MN) |
| education grants for incarcerated individuals: The Master Plan Chris Wilson, Bret Witter, 2019-02-05 The inspiring, instructive, and ultimately triumphant memoir of a man who used hard work and a Master Plan to turn a life sentence into a second chance. Growing up in a tough Washington, D.C., neighborhood, Chris Wilson was so afraid for his life he wouldn't leave the house without a gun. One night, defending himself, he killed a man. At eighteen, he was sentenced to life in prison with no hope of parole. But what should have been the end of his story became the beginning. Deciding to make something of his life, Chris embarked on a journey of self-improvement--reading, working out, learning languages, even starting a business. He wrote his Master Plan: a list of all he expected to accomplish or acquire. He worked his plan every day for years, and in his mid-thirties he did the impossible: he convinced a judge to reduce his sentence and became a free man. Today Chris is a successful social entrepreneur who employs returning citizens; a mentor; and a public speaker. He is the embodiment of second chances, and this is his unforgettable story. |
| education grants for incarcerated individuals: The Kickass Single Mom Emma Johnson, 2017-10-17 When Emma Johnson's marriage ended she found herself broke, pregnant, and alone with a toddler. Searching for the advice she needed to navigate her new life as a single professional woman and parent, she discovered there was very little sage wisdom available. In response, Johnson launched the popular blog Wealthysinglemommy.com to speak to other women who, like herself, wanted to not just survive but thrive as single moms. Now, in this complete guide to single motherhood, Johnson guides women in confronting the naysayers in their lives (and in their own minds) to build a thriving career, achieve financial security, and to reignite their romantic life—all while being a kickass parent to their kids. The Kickass Single Mom shows readers how to: • Build a new life that is entirely on their own terms. • Find the time to devote to health, hobbies, friendships, faith, community and travel. • Be a joyful, present and fun mom, and proud role model to your kids. Full of practical advice and inspiration from Emma's life, as well as other successful single moms, this is a must-have resource for any single mom. |
| education grants for incarcerated individuals: Savage Inequalities Jonathan Kozol, 2012-07-24 NEW YORK TIMES BESTSELLER • “An impassioned book, laced with anger and indignation, about how our public education system scorns so many of our children.”—The New York Times Book Review In 1988, Jonathan Kozol set off to spend time with children in the American public education system. For two years, he visited schools in neighborhoods across the country, from Illinois to Washington, D.C., and from New York to San Antonio. He spoke with teachers, principals, superintendents, and, most important, children. What he found was devastating. Not only were schools for rich and poor blatantly unequal, the gulf between the two extremes was widening—and it has widened since. The urban schools he visited were overcrowded and understaffed, and lacked the basic elements of learning—including books and, all too often, classrooms for the students. In Savage Inequalities, Kozol delivers a searing examination of the extremes of wealth and poverty and calls into question the reality of equal opportunity in our nation’s schools. Praise for Savage Inequalities “I was unprepared for the horror and shame I felt. . . . Savage Inequalities is a savage indictment. . . . Everyone should read this important book.”—Robert Wilson, USA Today “Kozol has written a book that must be read by anyone interested in education.”—Elizabeth Duff, Philadelphia Inquirer “The forces of equity have now been joined by a powerful voice. . . . Kozol has written a searing exposé of the extremes of wealth and poverty in America’s school system and the blighting effect on poor children, especially those in cities.”—Emily Mitchell, Time “Easily the most passionate, and certain to be the most passionately debated, book about American education in several years . . . A classic American muckraker with an eloquent prose style, Kozol offers . . . an old-fashioned brand of moral outrage that will affect every reader whose heart has not yet turned to stone.”—Entertainment Weekly |
| education grants for incarcerated individuals: The Belmont Report United States. National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, 1978 |
| education grants for incarcerated individuals: How the Word Is Passed Clint Smith, 2021-06-01 This “important and timely” (Drew Faust, Harvard Magazine) #1 New York Times bestseller examines the legacy of slavery in America—and how both history and memory continue to shape our everyday lives. Beginning in his hometown of New Orleans, Clint Smith leads the reader on an unforgettable tour of monuments and landmarks—those that are honest about the past and those that are not—that offer an intergenerational story of how slavery has been central in shaping our nation's collective history, and ourselves. It is the story of the Monticello Plantation in Virginia, the estate where Thomas Jefferson wrote letters espousing the urgent need for liberty while enslaving more than four hundred people. It is the story of the Whitney Plantation, one of the only former plantations devoted to preserving the experience of the enslaved people whose lives and work sustained it. It is the story of Angola, a former plantation-turned-maximum-security prison in Louisiana that is filled with Black men who work across the 18,000-acre land for virtually no pay. And it is the story of Blandford Cemetery, the final resting place of tens of thousands of Confederate soldiers. A deeply researched and transporting exploration of the legacy of slavery and its imprint on centuries of American history, How the Word Is Passed illustrates how some of our country's most essential stories are hidden in plain view—whether in places we might drive by on our way to work, holidays such as Juneteenth, or entire neighborhoods like downtown Manhattan, where the brutal history of the trade in enslaved men, women, and children has been deeply imprinted. Informed by scholarship and brought to life by the story of people living today, Smith's debut work of nonfiction is a landmark of reflection and insight that offers a new understanding of the hopeful role that memory and history can play in making sense of our country and how it has come to be. Winner of the National Book Critics Circle Award for Nonfiction Winner of the Stowe Prize Winner of 2022 Hillman Prize for Book Journalism A New York Times 10 Best Books of 2021 |
| education grants for incarcerated individuals: Federal Prison Handbook Christopher Zoukis, 2017-03-14 Incarceration can be cruel for prisoners and their loved ones. Learn what to expect and make the best of this time by staying safe and building a life behind bars.The Federal Prison Handbook teaches everything you need to know to protect yourself and survive the system, compiled by a college-educated federal inmate turned corrections consultant. This insider's view of the unknown world will guide you through the mental stresses of confinement, and keep you physically safe by explaining how to avoid the near-constant conflicts found inside federal prisons in the United States today.The Federal Prison Handbook is the definitive guide to surviving incarceration in federal prison. This handbook teaches individuals facing incarceration, prisoners who are already inside, and their friends and families, everything they need to know.The thorough information was compiled by Christopher Zoukis, who has first-hand experience with the federal prison system, as Zoukis served 12 years in prison as a young man, and is now the Managing Director of the Zoukis Consulting Group, a boutique federal criminal justice consultancy which assists defense attorneys, defendants, prisoners, and their families understand life inside the Federal Bureau of Prisons. In detailed chapters broken down by topical area, readers discover:-What to expect on the day you're admitted to prison, and how to greet cellmates for the first time.-What to do about sexual harassment or assault.-The best ways to avoid fights, and the options that provide the greatest protection if a fight cannot be avoided.-How to access medical, psychological and religious services.-How to communicate with the outside world through telephones, computers, and mail.-What you can buy in the official commissary and the underground economy.-A comprehensive analysis of Federal Bureau of Prisons policy and regulatory guidelines.-And much more! |
| education grants for incarcerated individuals: Higher Education Accountability Robert Kelchen, 2018-02-27 Beginning with the earliest efforts to regulate schools, the author reveals the rationale behind accountability and outlines the historical development of how US federal and state policies, accreditation practices, private-sector interests, and internal requirements have become so important to institutional success and survival |
| education grants for incarcerated individuals: Digest of Education Statistics , 1973 Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development. |
| education grants for incarcerated individuals: Inside Private Prisons Lauren-Brooke Eisen, 2017-11-07 When the tough-on-crime politics of the 1980s overcrowded state prisons, private companies saw potential profit in building and operating correctional facilities. Today more than a hundred thousand of the 1.5 million incarcerated Americans are held in private prisons in twenty-nine states and federal corrections. Private prisons are criticized for making money off mass incarceration—to the tune of $5 billion in annual revenue. Based on Lauren-Brooke Eisen’s work as a prosecutor, journalist, and attorney at policy think tanks, Inside Private Prisons blends investigative reportage and quantitative and historical research to analyze privatized corrections in America. From divestment campaigns to boardrooms to private immigration-detention centers across the Southwest, Eisen examines private prisons through the eyes of inmates, their families, correctional staff, policymakers, activists, Immigration and Customs Enforcement employees, undocumented immigrants, and the executives of America’s largest private prison corporations. Private prisons have become ground zero in the anti-mass-incarceration movement. Universities have divested from these companies, political candidates hesitate to accept their campaign donations, and the Department of Justice tried to phase out its contracts with them. On the other side, impoverished rural towns often try to lure the for-profit prison industry to build facilities and create new jobs. Neither an endorsement or a demonization, Inside Private Prisons details the complicated and perverse incentives rooted in the industry, from mandatory bed occupancy to vested interests in mass incarceration. If private prisons are here to stay, how can we fix them? This book is a blueprint for policymakers to reform practices and for concerned citizens to understand our changing carceral landscape. |
| education grants for incarcerated individuals: OJJDP Formula Grants Program Heidi M. Hsia, 1999 |
| education grants for incarcerated individuals: Funding Education Beyond High School United States. Department of Education. Federal Student Aid, 2007 |
| education grants for incarcerated individuals: The School-To-Prison Pipeline Christopher A. Mallett, 2015-08-17 Print+CourseSmart |
| education grants for incarcerated individuals: The Growth of Incarceration in the United States Committee on Causes and Consequences of High Rates of Incarceration, Committee on Law and Justice, Division of Behavioral and Social Sciences and Education, National Research Council, 2014-12-31 After decades of stability from the 1920s to the early 1970s, the rate of imprisonment in the United States has increased fivefold during the last four decades. The U.S. penal population of 2.2 million adults is by far the largest in the world. Just under one-quarter of the world's prisoners are held in American prisons. The U.S. rate of incarceration, with nearly 1 out of every 100 adults in prison or jail, is 5 to 10 times higher than the rates in Western Europe and other democracies. The U.S. prison population is largely drawn from the most disadvantaged part of the nation's population: mostly men under age 40, disproportionately minority, and poorly educated. Prisoners often carry additional deficits of drug and alcohol addictions, mental and physical illnesses, and lack of work preparation or experience. The growth of incarceration in the United States during four decades has prompted numerous critiques and a growing body of scientific knowledge about what prompted the rise and what its consequences have been for the people imprisoned, their families and communities, and for U.S. society. The Growth of Incarceration in the United States examines research and analysis of the dramatic rise of incarceration rates and its affects. This study makes the case that the United States has gone far past the point where the numbers of people in prison can be justified by social benefits and has reached a level where these high rates of incarceration themselves constitute a source of injustice and social harm. The Growth of Incarceration in the United States examines policy changes that created an increasingly punitive political climate and offers specific policy advice in sentencing policy, prison policy, and social policy. The report also identifies important research questions that must be answered to provide a firmer basis for policy. This report is a call for change in the way society views criminals, punishment, and prison. This landmark study assesses the evidence and its implications for public policy to inform an extensive and thoughtful public debate about and reconsideration of policies. |
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