The crisis of borders and prisons can be seen starkly in statistics. In 2011 some 1,500 migrants died trying to enter Europe, and the United States deported nearly 400,000 and imprisoned some 2.3 million people--more than at any other time in history. International borders are increasingly militarized places embedded within domestic policing and imprisonment and entwined with expanding prison-industrial complexes. Beyond Walls and Cages offers scholarly and activist perspectives on these issues and explores how the international community can move toward a more humane future. Working at a range of geographic scales and locations, contributors examine concrete and ideological connections among prisons, migration policing and detention, border fortification, and militarization. They challenge the idea that prisons and borders create safety, security, and order, showing that they can be forms of coercive mobility that separate loved ones, disempower communities, and increase shared harms of poverty. Walls and cages can also fortify wealth and power inequalities, racism, and gender and sexual oppression. As governments increasingly rely on criminalization and violent measures of exclusion and containment, strategies for achieving change are essential. Beyond Walls and Cages develops abolitionist, no borders, and decolonial analyses and methods for social change, showing how seemingly disconnected forms of state violence are interconnected. Creating a more just and free world--whether in the Mexico-U.S. borderlands, the Morocco-Spain region, South Africa, Montana, or Philadelphia--requires that people who are most affected become central to building alternatives to global crosscurrents of criminalization and militarization. Contributors: Olga Aksyutina, Stokely Baksh, Cynthia Bejarano, Anne Bonds, Borderlands Autonomist, Collective, Andrew Burridge, Irina Contreras, Renee Feltz, Luis A. Fernandez, Ruth Wilson Gilmore, Amy Gottlieb, Gael Guevara, Zoe Hammer, Julianne Hing, Subhash Kateel, Jodie M. Lawston, Bob Libal, Jenna M. Loyd, Lauren Martin, Laura McTighe, Matt Mitchelson, Maria Cristina Morales, Alison Mountz, Ruben R. Murillo, Joseph Nevins, Nicole Porter, Joshua M. Price, Said Saddiki, Micol Seigel, Rashad Shabazz, Christopher Stenken, Proma Tagore, Margo Tamez, Elizabeth Vargas, Monica W. Varsanyi, Mariana Viturro, Harsha Walia, Seth Freed Wessler.

Numerous studies indicate that completing a college degree reduces an individual’s likelihood of recidivating. However, there is little research available to inform best practices for running college programs inside jails or prisons or supporting returning citizens who want to complete a college degree. Higher Education Accessibility Behind and Beyond Prison Walls examines program development and pedagogical techniques in the area of higher education for students who are currently incarcerated or completing a degree post-incarceration. Drawing on the experiences of program administrators and professors from across the country, it offers best practices for (1) developing, running, and teaching in college programs offered inside jails and prisons and (2) providing adequate support to returning citizens who wish to complete a college degree. This book is intended to be a resource for college administrators, staff, and professors running or teaching in programs inside jails or prisons or supporting returning citizens on traditional college campuses.

"Richard Wurmbrand reveals what Communist imprisonment and torture can do to a Christian's mind and faith. In these intensely moving pages, he shows us faith going right to the breaking point and beyond--and remaining unbroken" -- Back cover.

After explaining ‘What is transgender?’ this first book on transgender in a prison setting looks at the entire HM Prison Service regime for such people. Ranging from hard information about rules and regulations, the transition process and how to access it to practical suggestions about clothing, wigs and hairpieces, make-up and coming out, the book also deals with such matters as change of name, gender identity clinics, hormones, medication and use of prison showers and toilets. Covering the entire transition process the book contains contributions from a number of transgender prisoners as well as extracts from reports showing how those in transition still tend to attract a negative portrayal. Also included are the special security implications of related procedures and descriptions of the attitudes to transgender inmates of other prisoners and staff. It contains a number of appendices dealing with the latest 2016 HM Prison Service Instruction on transgender prisoners and a range of support mechanisms including a list of specialists in the field and other useful reference sources and contacts. It also contains Sarah Jane Baker’s account of her own male-to-female transition and the difficulties she has faced behind bars. The first book of its kind. Written by a transgender life-sentence prisoner. Includes key extracts from official publications. With a graphic account of the author’s own transition journey. Contains practical information and tips. Reviews ‘An important contribution to current debates on the treatment of transgender prisoners’— Mia Harris, Oxford University. ‘I was heartbroken. It felt like a bereavement. The young man I had come to love as a son had disappeared overnight, and been replaced by a girl who was not my daughter, but, I felt, a stranger’— Pam Stockwell (From the Foreword)

This volume makes a case for engaging critical approaches for teaching adults in prison higher education (or “college-in-prison”) programs. This book not only contextualizes pedagogy within the specialized and growing niche of prison instruction, but also addresses prison abolition, reentry, and educational equity. Chapters are written by prison instructors, currently incarcerated students, and formerly incarcerated students, providing a variety of perspectives on the many roadblocks and ambitions of teaching and learning in carceral settings. All unapologetic advocates of increasing access to higher education for people in prison, contributors discuss the high stakes of teaching incarcerated individuals and address the dynamics, conditions, and challenges of doing such work. The type of instruction that contributors advocate is transferable beyond prisons to traditional campus settings. Hence, the lessons of this volume will not only support readers in becoming more thoughtful prison educators and program administrators, but also in becoming better teachers who can employ critical, democratic pedagogy in a range of contexts.

This book presents both a survey of and commentary upon the penal process of England and Wales between 1945 and 2020 from the primary perspective of prisons and their operational management. Part I focusses on the extent to which governmental polities, changing concepts in penology and significant events affected the performance and management of prisons during four key periods: 1945-1991; 1991-1997; 1997-2007 and 2007-2020. Part II presents a vision for more effective operation of prisons within the wider penal process in the 2020s and beyond. It draws upon the author's academic insights and his experience as a former prison governor. This book speaks to those in the social sciences, law and politics and to professionals in government and in the penal system who are interested in reform.

In recent years there has been a resurgence of interest in the role of the prison as a source of political ideas and site of political engagement, as well as in the prisoner’s quest for citizenship. The rising number of prisoners has increased fiscal burdens, which has meant that imprisonment has become a more important political issue. There is also greater interest in the prison as a site of political activism and in the generation of radical political ideas within the prison context and the formation of political networks within prison which extend beyond the prison walls. This book considers the prison as a site of political protest, discusses the quest for citizenship and the denial or negation of citizenship in prison, examines the discovery of politics in prison and the role of the prison in increasing political awareness, explores the treatment of political prisoners and reflects on the prisoner as a political problem for politicians negotiating pressures from the media and the public when addressing prisoners’ demands. Drawing on a range of contemporary and historical topics such as prison riots, radicalisation and the denial of voting rights, and including discussion of cases from the UK, US and Russia, this book examines the prison as a political institution and as a site of both politicisation and political protest. This book will be of interest to students and academics engaged with prisons, penology, punishment and corrections.

Anna Plemons argues that, when viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and of being that work against the decolonial intentions of the field. Through a mix of history, theory, and story, Anna Plemons explores the fate of the Arts in Corrections (AIC) program at New Folsom Prison in California in order to study prison education in general as well as the disciplinary goals of rhetoric and composition classrooms. When viewed as a microcosm of the broader enterprise, the prison classroom highlights the way that composition and rhetoric as a discipline continues to make use of colonial ways of knowing and being that work against the decolonial intentions of the field. Plemons suggests that a truly decolonial turn in composition cannot be achieved as long as economic logics and rhetorics of individual transformation continue to be the default currency for ascribing value in prison writing programs specifically and in out-of-school writing communities more generally. Indigenous scholarship provides the theoretical basis for Plemons's proposed intervention in the ways it both pushes back against individualized, economic assessments of value and describes design principles for research and pedagogy that are respectful, reciprocal, and relational. Beyond Progress in the Prison Classroom includes narrative selections from the author and current and former AIC participants, inviting readers into the lives of incarcerated authors and demonstrating the effects of relationality on prison-scholars, ultimately upending the misconception that these writers and their teachers exist apart from the web of relations beyond the prison walls. With contributions from incarcerated prison-scholars Ken Blackburn, Bryson L. Cole, Harry B. Grant Jr., Adam Hinds, Hung-Linh "Ronnie" Hoang, Andrew Molino, Michael L. Owens, Wayne Vaka, and Martin Williams.

San Quentin State Prison, California’s oldest prison and the nation’s largest, is notorious for once holding America’s most dangerous prisoners. But in 2008, the Bastille-by-the-Bay became a beacon for rehabilitation through the prisoner-run newspaper the San Quentin News. Prison Truth tells the story of how prisoners, many serving life terms, transformed the prison climate from what Johnny Cash called a living hell to an environment that fostered positive change in inmates’ lives. Award-winning journalist William J. Drummond takes us behind bars, introducing us to Arnulfo García, the visionary prisoner who led the revival of the newspaper. Drummond describes how the San Quentin News, after a twenty-year shutdown, was recalled to life under an enlightened warden and the small group of local retired newspaper veterans serving as advisers, which Drummond joined in 2012. Sharing how officials cautiously and often unwittingly allowed the newspaper to tell the stories of the incarcerated, Prison Truth illustrates the power of prison media to humanize the experiences of people inside penitentiary walls and to forge alliances with social justice networks seeking reform.