Table of Contents

Preface

Acknowledgements



1 Asking Meaningful Questions: Introducing an Inquiry into Carceral Pedagogy

 1 What This Books Seeks to Do

 2 Methodology: An Inquiry Stance

 3 Letting Theory Guide Inquiry: Bridging Paulo Freire and Ernst Bloch

 4 How This Book Is Organized

 5 Opening the Conversation



2 Tracing the History of Carceral Learning: A History and the Politics of Teaching in American Jails and Prisons

 1 Theoretical Context: Foucault and Althusser

 2 The Origins of Mass Incarceration in America

 3 Correlative Trends in Incarceration and Education

 4 Relationship to Incarceration and Literacy

 5 A History of College in Jails and Prisons

 6 Current Trends in Carceral Education

 7 Conclusion



3 Ernst Bloch and Paulo Freire: Toward Meaning in College in Prison Programming

 1 The Purpose of Outlining a Methodology

 2 Theorizing Carceral Pedagogy

 3 Paulo Freire

 4 Ernst Bloch

 5 Bridging Paulo Freire and Ernst Bloch

 6 The Nature of “Not Yet” and “Ideological Becoming” in Carceral Learning

 7 Conclusion



4 Cultivating Blochian Warmth in Carceral Pedagogy

 1 A Brief Biography of Ernst Bloch

 2 Warm Stream Practices in Higher Education

 3 Not Yet: Ernst Bloch and Hope

 4 Abstract and Concrete Utopias

 5 Colder and Warmer Streams

 6 Conclusion



5 Thinking Critically about Critical Pedagogy: Considering the Role of Freirean Thought in the Prison Classroom

 1 Reconsidering the Influence of Paulo Freire

 2 Principles of Freirean Thought

 3 Freire’s Theology

 4 A Critique of Critical Pedagogy for Incarcerated Learners

 5 The Relationship between Paulo Freire and Ernst Bloch

 6 Applying Paulo Freire in a Carceral Pedagogy and College in Prison Programming

 7 Conclusion



6 Carceral Pedagogy and Making Meaning: Seeking Purpose in the Prison Classroom

 1 Meaning-Making in College in Prison Programming

 2 Meaning-Making and Meaning-Makers

 3 Constructivist Psychology

 4 Stream Theory, Critical Pedagogy, and Making Meaning

 5 How Do We Implement Meaning-Making Practices in Carceral Pedagogy?

 6 Conclusion



7 A Pedagogy of Meaning-Making for Incarcerated Writers: Literacy as a Meaning-Making Practice

 1 Liberal Arts and Literacy Practice in College in Prison Programming

 2 Teaching Writing

 3 Stream Theory and Meaning-Making for Literacy Pedagogies

 4 Toward a Meaningful Literacy Pedagogy for Incarcerated Students

 5 Conclusion



Index

About the Author

Gregory Bruno, Ph.D. (2019), Teachers College, Columbia University, is Assistant Professor of English and Co-coordinator of the Composition Sequence at Kingsborough Community College. He has designed and facilitated college-in-prison programs in New York, published on student debt, writing pedagogy, and community colleges, and contributed chapters on college-in-prison pedagogy.