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Pell Grants for Prisoners: Why Should We Care?

By Jon Marc Taylor

 They were code words. Employed in the opening salvos of the Reagan Revolution, the irresponsible “unwed mother”, lazy “welfare queen”, parasitic “drug dealer” and dangerous “gang-banger” were not-so-subtle euphemisms for the poor and people of color. The conservative movement’s concerted onslaught on the more inclusive entitlement and social safety net programs inspired by the New Deal era of government commenced, however, against the politically powerless and publicly vilified prisoner.  Image courtesy splashlife.com

While the more overt War on Drugs with the attendant abolition of parole, mandatory minimum sentences, and expanded death penalty would take years to enact and for the crushing consequences to be felt, the initial forays against prisoners was fired by Virginia Congressman William Whitehurst in 1982, when he submitted legislation to rollback inmate Pell Grant disbursements. By 1991, senators and representatives from both parties (primarily from the old Confederacy) repeatedly introduced legislation to exclude “any individual who is incarcerated in any federal or state penal institution” from qualifying for Pell Grant assistance. For a decade, the various annual exclusion-fest amendments either did not make it out of their committees, or if passed on floor votes, were struck in the joint resolution committees.

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Michigan Works to Get Some Inmates Higher Education

By Associated Press The Michigan Department of Corrections is working on several efforts to teach community college courses and vocational training in-house to a small number of inmates near parole. The effort comes after years without funding for prisoners to access higher education, The Detroit News reported Monday, and Michigan is joining a pilot project

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Resocialization Through Prison Education

By William R. Piper

To begin, environmental survival concerns the ability of the prisoner to sustain his well-being given the rigors of prevailing prison conditions. Imprisonment entails a form of secondary socialization in which prisoners have to adapt to prison as a way of life. Old modes of living are shattered and they have to adjust themselves to the deprivations of prisons. They might do this in a number of ways. The range of such adjustment entails the pain of imprisonment in which prisoners must come to grips with a new reality, a new concrete situation in which the events in the prison setting fail to corroborate their prior social experiences.

Prison conditions constitute the concrete situation in which prisoners find themselves and in which they must not only survive, but must transform and from which they struggle to free themselves. Although constituting the prisoners concrete situation, prison conditions should not be perceived as hopeless or unalterable, but merely as limiting and therefore challenging.  Image courtesy www.humanicabooks.com

I have been incarcerated since 1992, and during my imprisonment as a result of an unlawful arrest and conviction, I have witnessed the need for continuing education, along with other programs equipped to provide a means of positive change.

It cannot be disputed that providing education begins a process of enabling and motivation. It motivates the person to look at themselves and seek change; and it enables a person not only to gain information but to open their minds and spirits to more objective and positive views of the world and their own ability to establish a place for themselves in the world.

Education enables a person in prison to see the potential for change and the possibility of a new life. Indeed, it allows the person to think more responsibly and, in thinking more responsibly, the person’s attitudes and values are called into question.

When attitudes and values are objectively looked at, the full range of social and community obligations begin to take root in that person’s mindset. This in turn creates “positive” changes in one’s behavior.

It can furthermore be argued that education inspires a person to develop those essential human qualities that are necessary to all social and community relationships. With education men and women can return to their communities from prison, bringing the spirit of positive change. Without it, they bring only the worst of the experiences encountered as a result of their exposure to imprisonment and the Criminal Justice System’s practice of warehousing a particular class of people.

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Healing: Prisoners and the Environment

Image courtesy dogwood33.blogspot.comBy Dianne Frazee-Walker

The Sustainability in Prisons Project’s (SPP) main objective is to educate prisoners about environmental conservation. The inmates are learning innovative ways to use nature’s resources to save tax-payers money in their own prison backyard. The project involves collaboration between Washington State Department of Corrections, Evergreen State College, inmates, prison staff, scientists, and community members.

Not only does SPP save money and the environment, but it provides prison inmates with a sense of dignity. They learn teamwork and leadership skills by working together on the prison grounds using nature’s resources to sustain the environment. 

Inmates are provided with an opportunity to improve their lives on the inside and the lives of those living outside. The key fringe benefit the prisoners receive is exposure to nature. Most incarcerated individuals are confined inside prison walls and are rarely exposed to the outdoors. Working outside has healing effects on the human psyche, which is what the detainees need when it is time to function outside of prison.

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What Are Prison Education, Inmate Education, and Correctional Education?

Prison education, inmate education, and correctional education are, depending on whom you ask, essentially the same concept.  They comprise the field of educating those in prisons or jails.  The difference in nomenclature has to do with which group a person belongs to, based on preference more than substance.  Those incarcerated in a correctional setting tend

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GED Teacher Shortage for Incarcerated Students is a Social Crime

By Dianne Walker

Students that earn their General Education Development diplomas while incarcerated have a lower rate of reoffending because they check out of their cell with a tool that insures economical productivity. Inmates that return to society with a diploma in hand are more likely to be hired even with a criminal record history.

Earning a GED while incarcerated at Kent County, Grand Rapids MI is a viable option for rehabilitating inmates in a short amount of time because their stay is limited.  

A GED diploma is the magical entry to the working world because it noticeably demonstrates proof an individual is willing to change. The recidivism rate is dramatically lowered for ex inmates when they have the capacity to care for themselves and their families. 

The downside of this seemingly easy solution for a complicated problem is there is a shortage of GED teachers.

Kent County, Grand Rapids, MI Community Corrections has experienced the impact of a scarcity of GED instructors with only one part time teacher, one tutor, and two youth advocates work with incarcerated students to help them earn their GED. This is a crime because obtaining a diploma for inmates increases their chances of a successful future in the outside world. A GED diploma is the key to employment and avoiding a life of crime.

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Prison Education Beyond GED and ESL — Advanced Occupational Training

By George Hook

The BOP Central Office Division of Industries, Education, and Vocational Training has published an Occupational Training Programs Directory which sets forth its program offerings to federal prisoners in the Advanced Occupational Training category.  The stated purpose of these programs is to afford prisoners interested in furthering their employability upon release the opportunity to do so by enrolling in the various vocational courses offered.  Included are exploratory, marketable skill, and apprenticeship level courses. According to that Directory, 81 more or less distinct courses in the Advanced Occupational Training category are offered.  These Advanced Occupational Training courses range in duration from two days to 48 months. The typical duration is 12 months.

The courses offered in the Advanced Occupational Training category are Accounting Operations, Administrative Assistant, Advanced Computer Applications, Advanced Diesel Engine Repair, Alcohol Substance Abuse Studies, Animal Husbandry, Aquaculture, Automotive Diagnostics Repair, AutoCAD, Automated Computer Aided Design and Drafting, Basic Baking, Basic Computer Applications, Basic Computer Repair and Refurbishing, Basic Computer Skills, Basic Custodial Maintenance, Basic Diesel Engine Repair, Bookkeeping and Clerical Studies, Business Foundations, Building Maintenance—Electrical, Business Management and Law, Business Supervision and Management, Building Trades, Business Accounting, Automotive Service, Bookbinding, Business Administration, Business and Information Processing, Business Leadership, Business Technology, Canine Trainer, Computer Applications, Computer Business Education, Commercial Drivers License, Computerized Engraving, Computer Refurbishing—Hardware, Computer Refurbishing—Software, Construction Technology, Consumer Electronic Repair,  Copy Repair, Cosmetology,

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Location, Location, Location

By George Hook

Unlike in the States’ prison systems where a prisoner is confined to a single State and the choice of where to “do time” is limited to the few facilities in that State, in the federal system a prisoner may wind up in almost any of the federal prison facilities in any of the 40 States where such facilities are located.  Even though the mindset and function of the Designation and Sentence Computation Center (“DSCC”), located in Grand Prairie, Texas, which is responsible for initial designations is far from those of a travel agency, its mission is to make the best placement of prisoners possible, given all the different factors at play. 

Security level is the most determinative.  That limits where an inmate may go based on the nature of offense, whether violent or not, sentence time, affiliations, target characteristics, and, unfortunately these days, location overcrowding.  These factors are beyond the control of the prisoner.  But the prisoner can affect the DSCC’s decision by providing input as to such matters as DSCC would not otherwise be aware.  The DSCC will be aware of family ties and try to accommodate family visitations so that won’t be necessary for the prisoner to address unless unusual circumstances necessitate an accommodation other than the obvious. 

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The State of Prison Education in the States

By George Hook

Currently, 26 State prison systems have prison education programs, much of it very limited, and 24 States have none at all, essentially an even split.  The “haves” are Alabama, California, Connecticut, Colorado, Illinois, Indiana, Iowa, Kansas, Louisiana, Maine, Massachusetts, Michigan, Minnesota, Missouri, New York, New Jersey, North Carolina, Ohio, Oregon, Pennsylvania, Rhode Island, Tennessee, Texas, Virginia, and Washington.  That’s 25.  Not included is Georgia, number 26 in that list, because it provides education for women only, and that education is confined to religious preparation only.  The “have-nots” are Alaska, Arkansas, Arizona, Delaware, Florida, Hawaii, Idaho, Kentucky, Maryland, Mississippi, Montana, Nebraska, Nevada, New Hampshire, New Mexico, North Dakota, Oklahoma, South Carolina, South Dakota, Utah, Vermont, West Virginia, Wisconsin, and Wyoming.

What impact does the absence of prison educational programming have on recidivism rates?  No one can know for sure because each prisoner may be impacted differently based upon individual characteristics and circumstances.  Anecdotally, the results are probably better than inconsequential, and, presumably, never bad.  But anecdote is merely a sampling of some prisoners’ individual assessments, and probably not mathematical or scientific enough to be credited by academia, or even legislatures, for that matter, as the appropriate basis for continuing support.  

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