I Hope I Don’t See You Tomorrow : A Phenomenological Ethnography of the Passages Academy School Program / by Lee A. Gabay.

Format:

Book

Author/Creator:

Gabay, Lee A., Author.

Series:

Bold Visions in Educational Research

Language:

English

Subjects (All):

Education.

Local Subjects:

Education.

Physical Description:

1 online resource (132 p.)

Edition:

1st ed. 2016.

Place of Publication:

Rotterdam : SensePublishers : Imprint: SensePublishers, 2016.

Language Note:

English

Summary:

This book explores education for juvenile offenders in relation to Passages Academy, which is both similar to and representative of many school programs in juvenile correctional facilities. Examining the mission and population of this school contributes to an understanding of the ways in which the teachers think about and ultimately act with respect to their detained juveniles students, and particularly illustrates how the tension between punishment and rehabilitation is played out in school policies and design. By calling attention to the decisions that surround juvenile detention education, the extant research concentrates on three main areas: first, the social, political, and pedagogical forces that determine who enters the juvenile justice systems; second, how these court-involved youths are educated while they are in the system; and third, the practical problems and the social justice issues youths encountered when transitioning back to their community schools. “I Hope I Don’t See You Tomorrow is both heartwarming and heartbreaking: its vast empathy for the students that L. A. Gabay teaches is edifying, while its unsparing examination of the forces that push youth into detention is soul shearing. Gabay is at once Tocqueville and Kozol: he brilliantly guides us through the educational territory that is foreign to most of us, even as he paints a searing portrait of teachers who shape lesson plans for students who must learn under impossible conditions. Gabay’s haunting and eloquent missive from the front lines of pain and possibility couldn’t be more timely as the nation’s first black president seeks to lessen the stigma of nonviolent ex-offenders in our society. Gabay’s book confronts the criminal justice system at its institutional roots: in the economic misery and racial strife of schooling that compounds the suffering of poor youth as they are contained by a state that often only pays attention to them when they are (in) trouble. Gabay opens eyes and vexes minds with this stirring and sober account of what it means to teach those whom society has deemed utterly expendable.” – Michael Eric Dyson, author of The Black Presidency: Barack Obama and the Politics of Race in America “As a beneficiary of Lee Gabay and his colleague’s patience, discipline, and compassionate teaching at the school, this timely book beautifully decrypts the pedagogical framework within the juvenile justice system. As America comes to term with its zeal for incarceration, policymakers, educators, government officials, parents and advocates should take advantage of this carefully written book and use it as reflection and pause as we prepare our young court-involved students towards adulthood.” – Jim St. Germain, Advisory counsel on President Obama’s Taskforce on Police & Community Relations and Mayor Bloomberg’s Close to Home initiative .

Contents:

Foreword

Acknowledgements

Abbreviations

Introduction

Prologue: What Is This Place?

But Why Does It Exist?

Research Objectives

Phenomenological Ethnography as a Way of Knowing

Data Collection Approaches

Archival Research

Entry and Identity

Positionality

Out Here in the Field

Auto-Ethnography

Transparency

A Captive Audience

Les Misérables

A Culture of No Expectations

Speak up, but Don't Shout! Straight out of Comp. 101

No Chiild Left Behind—But Are They Moving Forward?

Nevr Get in Their Face, but Get in Their Head

An Evolutionary Dialogic between Penal Policy, Education Policy and Related Forms of Social Conformity

Development of the Educational System

Development of the Juvenile Justice System

Jails and School Grow Together

Juvenile Detention: A Modern History

The Aftermath of the 1980s and 1990s

The Condition of the Conditions

Not so Great Expectations: The Dual Agenda of Education and Incarceration

Summary: Why?

From Intake to Exit: A Literature Review of the Many Services and not so Fluid Systems for Court-Involved Juvenile Learners

Intake

The Role of the Police

Welcome to Passages Academy

Power Relations

Racial Disparities

Poverty

Learning and Emotional Challenges

Everyday Life in a Jail School

Summary

An Empirical Account of Life at Passages Academy

Ordinary People in Extraordinary Circumstances: The Role of the Institution

Learning to Swim in the Deep End: Demographic Breakdown

Intimidation Is the Sincerest Form of Flattery

The Learning Culture

The Principal: A School 60 Miles Long

Preparing for the Unexpected

Everyday Realities for the Students at Passages Academy

The Students’ Relationship to School Prior to Incarceration

Teacher Perceptions of Students

What Kind of Time Are They Doing?

Intake, Assessments and Evaluations

Card Tricks

Testing

Portfolio and Classroom Work

From Inmate to Citizen: School Philosophy

Strategies and Techniques

Culturally Relevant Pedagogy

The Most Interested Person in the Room: Listens, Reflects, Practices

The Art of the Craft

School into Prisons, Prisons into Schools

Conclusions & Further Research

Appendix

Bibliography

About the Author. .

Notes:

Description based upon print version of record.

Includes bibliographical references.

Description based on publisher supplied metadata and other sources.

ISBN:

9789463003766

9463003762

OCLC:

936353101