LEADER 02424nam 2200529 a 450 001 9910790261603321 005 20230801223244.0 010 $a1-59332-529-0 035 $a(CKB)2670000000187643 035 $a(EBL)1057879 035 $a(OCoLC)787842795 035 $a(SSID)ssj0000623289 035 $a(PQKBManifestationID)12263495 035 $a(PQKBTitleCode)TC0000623289 035 $a(PQKBWorkID)10648008 035 $a(PQKB)10673644 035 $a(MiAaPQ)EBC1057879 035 $a(Au-PeEL)EBL1057879 035 $a(CaPaEBR)ebr10525667 035 $a(EXLCZ)992670000000187643 100 $a20111121d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPrisoner education debates in Congress$b[electronic resource] $eelite discourse and policymaking /$fMark Tim Yates 210 $aEl Paso $cLFB Scholarly Pub.$dc2012 215 $a1 online resource (205 p.) 225 1 $aCriminal justice : recent scholarship 300 $aDescription based upon print version of record. 311 $a1-59332-490-1 320 $aIncludes bibliographical references and index. 327 $aIntroduction -- Prison system in perspective -- Prisoner education -- Research lens -- The pell grant debates -- The second chance act debates -- Insights and implications -- References -- Index. 330 $aYates examines the role of congressional debates in generating support for current prisoner education policy. He explores the 1994 Crime Bill and 2008 Second Chance Act debate transcripts to discover political stakeholders' attempts to influence and maintain social policy through the creation of legitimizing myths. These include the idea that prisoners are hopelessly flawed or that they have potential only as human capital in the marketplace. Education, when available, is often limited, narrow, and vocational. Counter-hegemonic discourse is also described as well as alternative educational pat 410 0$aCriminal justice (LFB Scholarly Publishing LLC) 606 $aPrisoners$xEducation$zUnited States 615 0$aPrisoners$xEducation 676 $a365/.6660973 700 $aYates$b Mark Tim$f1969-$01562632 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790261603321 996 $aPrisoner education debates in Congress$93830431 997 $aUNINA