In a previous post I warned about what I call “fake” education; that is, education that drills students in self-blame and a sense of failure and that disguises the sources of power that perpetuate inequalities. My argument was NOT a call to eliminate access to educational programs until we perfect curricula and pedagogy, but rather a cautionary note based on conversations I’ve had with criminalized women in Boston over the past decade. Let me be clear, as one long-time educator wrote to me, “Without the commitment to access, any reform in the content or delivery of education won’t matter.”
Rev. Vivian Nixon, Executive
“It’s incredibly important to pay close attention to quality education on the inside. Having been inside myself — a high school graduate stuck in a prison with no post-secondary options — I argue that any attempt to create broader access to programming would be welcomed by those who currently have no educational alternatives. …”
“It would be wonderful if everyone qualified for Bard Prison Initiative or other intense liberal arts programs, but we know that many will not. Those who do not qualify for a Bard-caliber program could easily do well in a less rigorous community college program. Furthermore, not everyone has an interest in the contemplative life. Some just want to learn how to be a Computer Technician or gain some other marketable skill because they feel it’s their best chance of escaping lifelong poverty.
“That option should be readily available. If one of education’s main concerns is helping students forge a sense of individuality, introspection and self-determination, then the choice to limit educational programs in prison as an attempt to “do what’s best for them” proves antithetical to our ultimate goals. Just as students on the outside participate in educational programs of all levels, incarcerated students should also have a wide range of options — every program should not be exclusive. While quality must not be ignored, we should agree on what we mean by “quality” and not confuse it for elitism. …”
“The practical role of education in helping those incarcerated escape the cycles of marginalization, crime and poverty is as large as its transformative ability to foster critical thought, self-reflection and a stronger sense of self for those in the classroom. When we account for the irrefutable correlation between lack of education and rates of imprisonment, we must take every opportunity we can to provide educational programming for those who need it most. That means a wide range of programs, broader financial aid eligibility and a persistent, long-term commitment to improving educational access for all.”
I’d like to thank the many friends and colleagues who commented on the “Knowledge is Power” post. Stay tuned for additional posts on this very important topic.