Here are 100 books that Higher Education Accessibility Behind and Beyond Prison Walls fans have personally recommended if you like
Higher Education Accessibility Behind and Beyond Prison Walls.
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I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.
In Daniel Karpowitz’s book, he takes readers behind the scenes in college-in-prison classrooms to explore what a liberal arts education can offer people who are incarcerated, and the educators who facilitate them. Karpowitz was a mentor and a guide as I was building my own college-in-prison program. His steadfast belief in the human capacity for transformative learning shines through in these accessible, riveting pages of what it means to read the canon from a position of marginalization.
The nationally renowned Bard Prison Initiative demonstrates how the liberal arts can alter the landscape inside prisons by expanding access to the transformative power of American higher education. American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative, however, is different. As this compelling new book reveals, BPI has fostered a remarkable transformation in the lives of thousands of prisoners. College in Prison chronicles how, since 2001, Bard…
I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.
I could not stop reading this book once I started, and I stayed up late into the night glued to its pages. Bauer, a journalist, takes us inside the prison where he got a job as a correctional officer. Through engrossing prose that pairs his daily experiences with carefully researched historical context about incarceration in the United States, Bauer shows what prisons represent in real time.
An enraging, necessary look at the private prison system, and a convincing clarion call for prison reform.” —NPR.org
New York Times Book Review 10 Best Books of 2018 * One of President Barack Obama’s favorite books of 2018 * Winner of the 2019 J. Anthony Lukas Book Prize * Winner of the Helen Bernstein Book Award for Excellence in Journalism * Winner of the 2019 RFK Book and Journalism Award * A New York Times Notable Book
A ground-breaking and brave inside reckoning with the nexus of prison and profit in America: in one Louisiana prison and over the course…
I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.
There has been a gap in the literature of books speaking to what it actually means to teach students in prison, and Ginsburg’s book contributes to filling it. Through careful curation, Ginsburg’s edited volume is a highly useful resource for anyone considering teaching in prison, or looking for reading to reflect on teaching that has already taken place.
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,…
I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.
Ok, this book is not specifically about teaching in prison, but it is about teaching from an abolitionist perspective, which is relevant to the same readers interested in teaching in prison. I first read it as part of a National Alliance for Higher Education in Prison’s book group, along with my colleagues from the Emerson Prison Initiative. Love makes the argument that education merely for survival does a disservice to humanness, and transactional education reinforces social hierarchies. Alternatively, abolitionist teaching looks to connect education to liberation.
Winner of the 2020 Society of Professors of Education Outstanding Book Award
Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists.
Drawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying…
The year after I got tenure, I became a chairperson, overseeing more than twenty faculty members in my department at Ohio State University. I continued in administration for the next seventeen years, serving as a dean at Notre Dame for more then a decade. I am convinced that the best books on higher education interweave ideas, anecdotes, and data. I pursued that genre here, engaging the questions, what makes a university distinctive and how can one best flourish as an administrator.
When you enter higher administration, you need a vision and you need the people and resources to realize that vision.
Most books for chairpersons and deans are about vision and about hiring and mentoring faculty and staff, but how to garner resources is perhaps the area that is addressed the least. I found this book helpful as an initial guide.
Basically, it offers a comprehensive account of academic fundraising, with practical advice and detailed examples from academic leaders and senior development professionals. The introduction and first two chapters provide a superb introduction for persons new to academic fundraising.
Successful Fund Raising is a compilation of essays by university presidents and chief advancement officers who share their fundraising successes and demonstrate the importance of a team effort among the campus chief executive officer, the trustees, and the senior staff officer in charge of the advancement program. The authors discuss how the advancement function is integrated into an institution's ongoing planning process, as well as the respective roles and responsibilities of key players in this process. The contributing authors also share specific information about their advancement programs, including their goals, strategies, and tactics. The successful programs covered in this book…
I started my career as a historian of historiography and now hold a chair in the history of the humanities at Leiden University. What I like about this field is its comparative agenda. How does art history relate to media studies, and what do Arabists have in common with musicologists? Even more intriguing, as far as I’m concerned, is the question of what holds the humanities together. I think that history can help us understand how the humanities have developed as they have, differently in different parts of the world. As the field called history of the humanities has only recently emerged, there is plenty of work to do!
In a sense, Reitter and Wellmon’s book is an extended answer to Celenza’s question. It convincingly shows that there is nothing new about our perception of the humanities having reached a point of “crisis.” Ever since the nineteenth century, humanities scholars have been taking on defense postures. Moreover, in these defenses, they have often presented humanities education as a remedy to various other crises – be it a crisis of morality in a technological age or a crisis of democracy in a neoliberal era. But should we continue to play this card? Reitter and Wellmon don’t believe that the humanities should teach moral values. Rightly, I think, they prefer to see the humanities as a space for second-order reflection on “possible meaningful forms of life for this world.”
Leads scholars and anyone who cares about the humanities into more effectively analyzing the fate of the humanities and digging into the very idea of the humanities as a way to find meaning and coherence in the world.
The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show, this crisis isn't new-in…
I have been an organizational psychologist and executive coach for more than two decades, advising high-level executives, including Fortune 500 leaders, to build workplace cultures in which all employees can flourish. Yet, for many employees of color, the workplace is so challenging that many feel professionally stifled. I realized many years ago that to accomplish my own goals; I needed to take control of my career and not depend upon the vagaries of individual leaders. I needed to set goals, take a long game view, be honest with myself and my leaders, and help leaders understand how changing some habits could help them and me succeed in a disrupted world.
The message of Leadership Reckoning is that we need do a better job of developing human-centered business leaders who can meet the challenges of a disrupted world. I believe the approach in this book will also achieve the goal of building more inclusive organizational cultures in which all employees can thrive, regardless of their variations.
Since its inception, higher education in the U.S. has claimed to develop leaders. This bold claim appears in college mission statements and mottos, and it is reinforced in recruiting materials and ad campaigns. But is this claim justified? Leadership Reckoning takes to task American colleges and universities for their haphazard, incoherent, evidence-free approaches to developing students as leaders and offers a principle-driven, outcome-oriented blueprint for how effective leader development can occur. Higher education has both the opportunity and the responsibility to take leader development seriously and create the leaders we need. It's high time that happens, and Leadership Reckoning points…
As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.
Recent concern with intersectionality (instances where categories of race and gender overlap) makes research into Black women’s colleges vital. Founded in 1881 as a Baptist female seminary in Atlanta, Georgia, Spelman College became a leading women’s liberal arts college. The book tracks the impact of four college presidents from the outset to the 1950s. The authors show how the formal academic curriculum, extra-curriculum (college-sponsored activities), and hidden curriculum (informal and even inadvertent influences) instilled an imperative to excel.
Presents the history of Spelman's foundation through the tenure of its fourth president, Florence M. Read, in1953. The story is brought up to date by the contributions of Spelman's current president, Beverly Daniel Tatum, and by Johnnetta B. Cole.
The book chronicles how the vision each of these women presidents, and their response to changing social forces, both profoundly shaped Spelman's curriculum and influenced the lives and minds of thousands of young Black women.
As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.
Gordon looks at the second generation of women to attend college, 1890-1920, with a spotlight on two large universities (University of California, Berkeley and the University of Chicago), one elite women’s college (Vassar) and two smaller southern colleges for women, Agnes Scott, near Atlanta, and Sophie Newcomb, affiliated with Tulane. The book’s comparative focus enables the reader to assess different types of institutions and to contrast women’s experiences in several academic settings, each with its own history and complexities.
Studying the second generation of women to attend college, this book examines the relationship between gender, higher education, and American society from 1890 to 1920. Gordon draws on college yearbooks, literary magazines and newspapers to analyze the dynamics of campus life.
I am passionate about talent development and college access. I started my journey as a researcher when I learned that high school valedictorians’ adult success depends in large part on their race, social class, and gender. This work led me to life-long questions. How do we recognize talent and give young people opportunities without requiring their total assimilation into the dominant culture? How do we change our schools and colleges to welcome everyone and to benefit from the viewpoints and voices of all of our students? Answering these questions is imperative for our collective well-being in our changing society and world.
This book opened my eyes to how higher education actually works to advance social mobility for a few while primarily reproducing social inequality. I was amazed to learn that the way that today’s elite universities select among applicants started as a solution for limiting the enrollment of “outsiders.”
Top universities feared that having too many of these outsiders would lower the status of the institution and make it less attractive to the ruling class. Beginning with Jewish students, continuing with Black students, and now emerging with Asian and low-income students, this pattern continues and affects our entire society.
A landmark, revelatory history of admissions from 1900 to today—and how it shaped a nation
The competition for a spot in the Ivy League—widely considered the ticket to success—is fierce and getting fiercer. But the admissions policies of elite universities have long been both tightly controlled and shrouded in secrecy. In The Chosen, the Berkeley sociologist Jerome Karabel lifts the veil on a century of admission and exclusion at Harvard, Yale, and Princeton. How did the policies of our elite schools evolve? Whom have they let in and why? And what do those policies say about America?
