Overview
- The teachers interviewed in the book work in a vortex between public education and the prison-industrial complex, two of the most powerful engines for social and economic justice, each affecting young people in dramatic and often permanent ways
- I Hope I Don’t See You Tomorrow documents aspects of juvenile incarceration education as an area of academic inquiry while offering the opportunity to begin a dialogue about the influence of various agency ideologies upon how we imagine what education means in everyday life inside a juvenile detention center
- The various issues of pedagogical practice at Passages Academy include: the power relations between the teachers and the students, as well as between the teachers and the institution; the ideologies of the teachers and those of the institution; the rituals of the classroom; and the resistance of the teachers and the students
- Inside Passages Academy, the young people in class are seen as students who have been sent here to learn; they are always referred to as students, never as prisoners, inmates, or detainees. They are not just locked away in a cell to sit around and wallow, scraping each day into the wall. Rather, the Passages system asks them to reflect, examine what they did (or did not do) and take some responsibility. At its best, the school can provide an emotional and spiritual experience that can alter the trajectory of its student’s lives
Part of the book series: Advances in Creativity and Giftedness (ACAG)
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Table of contents (21 chapters)
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Front Matter
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Historical Perspective
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Front Matter
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Encouraging Scientific Creativity in Gifted Learners
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Front Matter
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Developing Gifted and Creative Learners in Science Education Classroom
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Front Matter
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Science, Creativity, and Giftedness in Real World Contexts with Diverse Learners
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Front Matter
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Keywords
About this book
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
“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
Editors and Affiliations
Bibliographic Information
Book Title: Interplay of Creativity and Giftedness in Science
Editors: Melissa K. Demetrikopoulos, John L. Pecore
Series Title: Advances in Creativity and Giftedness
DOI: https://doi.org/10.1007/978-94-6300-163-2
Publisher: SensePublishers Rotterdam
eBook Packages: Education, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016
eBook ISBN: 978-94-6300-163-2Published: 17 December 2015
Edition Number: 1
Number of Pages: XII, 398
Topics: Education, general