LEADER 03449nam 22005655 450 001 9910148635503321 005 20211020234407.0 010 $a0-520-29314-2 024 7 $a10.1525/9780520293144 035 $a(CKB)3710000000919761 035 $a(MiAaPQ)EBC4456472 035 $a(StDuBDS)EDZ0001740199 035 $a(OCoLC)951742696 035 $a(MdBmJHUP)muse53103 035 $a(DE-B1597)520280 035 $a(OCoLC)961451177 035 $a(DE-B1597)9780520293144 035 $a(EXLCZ)993710000000919761 100 $a20200424h20162016 fg 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe Prison School $eEducational Inequality and School Discipline in the Age of Mass Incarceration /$fLizbet Simmons 210 1$aBerkeley, CA :$cUniversity of California Press,$d[2016] 210 4$d©2016 215 $a1 online resource (249 pages) 300 $aPreviously issued in print: 2016. 311 0 $a0-520-28145-4 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tAcknowledgments --$tIntroduction --$t1. Public Schools in a Punitive Era --$t2. The "At-Risk Youth Industry" --$t3. Undereducated and Overcriminalized in New Orleans --$t4. The Prison School --$tConclusion --$tAppendix --$tNotes --$tReferences --$tIndex 330 $aPublic schools across the nation have turned to the criminal justice system as a gold standard of discipline. As public schools and offices of justice have become collaborators in punishment, rates of African American suspension and expulsion have soared, dropout rates have accelerated, and prison populations have exploded. Nowhere, perhaps, has the War on Crime been more influential in broadening racialized academic and socioeconomic disparity than in New Orleans, Louisiana, where in 2002 the criminal sheriff opened his own public school at the Orleans Parish Prison. "The Prison School," as locals called it, enrolled low-income African American boys who had been removed from regular public schools because of nonviolent disciplinary offenses, such as tardiness and insubordination. By examining this school in the local and national context, Lizbet Simmons shows how young black males are in the liminal state of losing educational affiliation while being caught in the net of correctional control. In The Prison School, she asks how schools and prisons became so intertwined. What does this mean for students, communities, and a democratic society? 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