Prison Vocational Education and Policy in the United States: A Critical Perspective on Evidence-Based Reform

ISBN-13: 9781137564689 / Angielski / Twarda / 2016 / 319 str.

Andrew Dick; William Rich; Tony Waters

Opis

This book explores California's prison system in the context of vocational education reform.

Spis treści

Preface: A Study of Vocational Education in California Prisons

List of Tables

List of Figures

SECTION I

CHAPTER

1     Structure and Thesis of the Book

O autorze

Andrew J. Dick (deceased) was Professor of Sociology at California State University, Chico, USA. He taught research methods, juvenile delinquency, and social problems among other classes.  He also conducted long-term research on the efficacy of peer courts as a tool for rehabilitation, as well as other sociological subjects.

William Rich is Professor Emeritus at California State University, Chico, USA, where he taught graduate courses in Educational Leadership and Curriculum in the School of Education. Additionally, he served as school district consultant in policy re-design based on participative inquiry processes that uncover local cultural biases and organizational barriers to success. He has held positions as private and public school teacher, public school administrator, and university professor.

Tony Waters is Professor of Sociology at California State University, Chico, USA, and beginning in 2016, Professor of Peace Studies at Payap University, Chiangmai, Thailand. He has taught Criminology, Social Theory, and Cultural Theory among other subjects. His past writing includes titles in classical social theory, violence, criminology, and refugees.  He has published several books on these topics, including Schooling, Childhood, and Bureaucracy (2012), and Weber's Rationalism (2015) as well as Crime and Immigrant Youth (1999), and When Killing is a Crime (2007).

Blurb

This book explores California’s prison system in the context of vocational education reform. For prisons in the early twenty-first century, ideologies of evidence-based management meant that reform efforts to change the purpose of prisons from punishment to rehabilitation through vocational education required “evidence” to justify policy prescriptions. Yet who determines what constitutes evidence? In political environments, solutions are typically pre-conceived, which means that the nature of the evidence collected is also preconceived. As a result, key assumptions about outcomes are often wished away to show improvement and be accountable. Through a detailed analysis interspersed with stories from the authors’ experiences “behind the wall” among California’s prison population, the authors challenge the nature of evidence-based research as used in the prison environment. In the process they describe the thorny problems facing reformers.