1 Blackness and Mass Incarceration UGS 303 Flag

Blackness and Mass Incarceration UGS 303 Flag: Cultural Diversity in the United States Fall 2017

Room: SZB 330 T, TH 9:30 – 11:00 Uniques: 62355, 62360, 62365 Sections: W, MAI 220C (check unique number for times)

Instructor: Dr. Edmund T. Gordon Office: GWB 3.124 Office Hours: W 3:00 – 4:00 [email protected]

Course Description The rate of incarceration in the United States is the largest in the world: about 751 people are in prison for every 100,000 in population. In comparison to other industrialized nations, Russia comes in 2nd with 627 prisoners for every 100,000 in population. Today, more than 2.5 million people are behind bars in the U.S. (In absolute numbers, the People's Republic of China comes in second place with 1.6 million, despite its population being over four times that of the United States.) What explains this phenomenon? What historical developments, criminal justice policies, and shared beliefs help us understand this unprecedented scale of incarceration? How does it relate to similar processes in other countries, notably those of Europe and the Americas?

Though home to a little less than 5% of the world’s population, the U.S. holds 25% of the world’s prisoners. According to a U.S. Department of Justice report published in 2006, over 7.2 million people were at that time in prison, on probation, or on parole. That means roughly 1 in every 32 people in the U.S. are under the supervision of the criminal justice system. Yet, the effectiveness of mass incarceration (and criminal justice supervision) in deterring crime is uncertain. Why is imprisonment commonly advocated as a rational solution to social deviance? Mass imprisonment impacts entire communities: depending on one's racial and economic background, it is common to have several family members who are, were, or will be incarcerated. Mass incarceration, the specific social groups it disproportionately affects, and the criminal justice system more broadly, are critical aspects of the United States polity, and indeed differentiate it from other comparable nations. What kind of society does targeted mass incarceration suggest? What does it say about the United States' past, present, and future?

To focus on targeted mass incarceration, as the figure below illustrates, is to engage with social and institutional memories, the workings of contemporary criminal justice institutions, collective representations (conscious and unconscious), and social movements.

1 Social Movements Changes in criminalization and sentencing

Culture His/ Mass herstory collective Incarceration representations, Social and acceptable institutional practices memories

Institutions Police, courts, prisons

This course carries the flag for Cultural Diversity in the United States. Cultural Diversity courses are designed to increase your familiarity with the variety and richness of the American racial/cultural/political experience. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of Blacks or another U.S. racial/cultural/political group that has experienced persistent marginalization.

COURSE REQUIREMENTS 1. Class Attendance and Participation (10 pts). Students are required to attend class (5pts) and participate in class activities and discussions. a. Attendance - will be taken at every class meeting. Students attending 90% or more of classes will receive 5 pts. Those attending between 80% - 90% of classes will receive their percentage of points based on the number of classes they attend minus 0.5 pts. Those attending between 79% - 67% of classes will receive their percentage of points based on the number of classes they attend minus 1 pt. Those attending between 50% and 66% of classes will receive 0 pts. ANY STUDENT WHO MISSES MORE THAN 50% OF THIS COURSE’S CLASSES WILL AUTOMATICALLY FAIL THE COURSE. b. Participation (5pts) - The instructor and TAs will jointly determine participation points. i. Class participation will be calculated on the basis of participation in class discussion, discussion with instructor and TAs after class, discussion that takes place with instructor and TAs during office hours. ii. Discussion and participation are essential for an understanding and appreciation of the readings. Be prepared to lead with, and respond to, discussion questions and/or observations during lectures and sections

2 with your Teaching Assistant. You should do the readings prior to when they are due. 2. Essay 1 (10 pts.) This short essay (3-4p) will require close engagement with at least one author, and will answer a prompt provided in advance. Essay 1 is due October 9, 2017 11:59 PM submitted on Canvas. Allow for technical problems and wait time in meeting the deadline. Instructions on how to write the three required essays and how they are going to be graded, are available on Canvas, and will be discussed in sections and class. Begin by reading the handout “How to Read a Scholarly Journal Article” available on Canvas under “Files.” I encourage you to seek the Undergraduate Writing Center (uwc.utexas.edu), where you can get individualized, expert help with writing, by appointment or on a drop-in basis. For further assistance visit the TA’s or myself during our office hours. 3. Essay 2 (20 pts) This essay (5-7p) will require close engagement with at least two authors, and will answer a prompt provided in advance. Essay 2 is due December 4, 2017 at 11:59 PM. 4. Quizzes (30 pts.) There will be nine (9) quizzes given over the course of this class. The lowest quiz grade will be dropped. Quizzes will focus on lectures and readings, including the readings assigned for the week when the quiz happens. 5. Collective Research Project (30Pts) This is a collective research project, including presentations and materials you turn in prior to the presentations (see below) 6. One Participation/Research Essay. You are required to attend an event related to the course. You will write a one page essay providing a summary and brief critical review of the event. Your essay must also include title, time, place, and sponsor of the event. The essay must be accompanied by proof of attendance of the event. We will provide a constantly updated list of approved events having to do with the Black experience and/or incarceration on or off campus. You may also petition the instructor for permission to attend and write about events of your choice. Your essay is due posted on Canvas no later than November 28, 2017 8:00 AM. Essays may be turned in at any time before the last due date. Essays will be graded as Credit/No Credit. Failure to achieve credit for the assignment will mean a one +/- deduction off your final grade.

GRADES The TA will work to return assignments within two weeks. After receiving each graded assignment, wait at least 24 hours before bringing concerns to the TA. Any concerns about grades must be brought to the TA’s attention no more than one week after the student receives the grade. Gordon will not discuss questions on the grading of your assignment with you unless you have had a previous discussion with the TA who graded your assignment.

Graded assignments Essay 1 10 pts. Essay 2 20 Quizzes 30 Group Project 30 Attendance, Participation 10

3 TOTAL 100 pts.

Points to letter grades for final grade A = 94-100 pts. A- = 90-93 pts. B+ = 87-89 pts B = 84-86 pts. B- = 80-83 pts. C+ = 77-79 pts. C = 74-76 pts. C- = 70-73 pts. D+ = 67-69 pts. D = 64-66 pts. D- = 60-63 pts. F = 0-59 pts.

COURES PROTOCOLS • Rules for respectful discussion will be followed. These rules will be established and agreed upon by everyone early in the semester. If a student violates these rules, that student will be counted as absent for the day. • Students may not use electronic devices for any purpose during class this includes computers. Those found using such devices will be counted absent for the day. • Written assignments are due as indicated on the syllabus unless otherwise specified. Late assignments will not be accepted unless an acceptable excuse is provided before the due date. • The University of Texas rules and regulations regarding plagiarism and intellectual honesty will be enforced. For details please see: http://deanofstudents.utexas.edu/conduct/ • Students with disabilities may request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, 512-471-6259, http://www.utexas.edu/diversity/ddce/ssd/ • Religious Holy days – Religious holy days sometimes conflict with class and assignment schedules. If you miss an assignment, or other project, due to the observance of a religious holy day, you will be given an opportunity to complete the work missed within a reasonable time after the absence. It is the policy of The University of Texas at Austin that you must notify each of your instructors at least fourteen days prior to the classes scheduled on dates you will be absent to observe a religious holy day.

READINGS

Course Readings will be posted on Canvas

Library resources Early in the semester, during discussion sections, you will focus on library resources and, schedules permitting, visit a campus library.

COLLECTIVE RESEARCH PROJECTS

At the beginning of the semester, you will be assigned to a group with whom you will research and present your research to the class. The research is about a topic related to the week you will be assigned to present. For example, groups 1, 2, and 3, will present on “The new Jim Crow.” Each group must define a specific topic based on the listed

4 bibliography and initial research. Each group will research the topic during the semester and present to the class on the specified dates. Here are examples of topics for each of the weeks. You can use those topics or others that interest your group. Be specific, and avoid taking up a topic similar to that of another group’s topic.

The New Jim Crow (groups 1, 2, 3) Racial profiling Police harassment and police shootings of unarmed women, men, and children Retaliation against the police Voter disenfranchisement

Signs of change? New trends in criminalization and sentencing (groups 4, 5, 6) Prison overcrowding, and how women and children are impacted Political pressure to change mandatory sentences Public health, the “treatment industrial complex,” and mass incarceration

Where do we go from here? (groups 7, 8, 9) How to fix a broken system? What would a world without prisons look like? What can you/we/they do?

The initial TA sections will be devoted to defining a strategy for starting and carrying out your research. You will be given information on library resources, and, schedules permitting, you will visit one of the campus libraries. It is important that the research be done throughout the semester so as to allow for plenty of time for reflection and organization, and avoid end-of-the semester rush. Begin by reading the handouts “The collective Research Project” and “Source Analysis worksheet,” both available on Canvas, under “Files.” Then, as you meet your research group, divide up the work and start reading the essays for the week when you are presenting. And of course, you can use ideas and essays from any week to help you define and research your topic. There will be two group presentations. The first one, in your section, will be on your research proposal and your initial findings. The second, in class, will be on the research materials you collected during the semester, and your group’s analysis and conclusions. Your assignment is to (a) gather information on, (b) provide an analysis of a specific topic related to mass incarceration and the course readings, and (c) present your analysis and conclusions to the entire class. I encourage you to use various media during your presentations (visual, aural, evidence from archives, et cetera), making it interesting and compelling. On the same day of the group presentations, each group is required to upload a copy of its presentation on our course Canvas website. Please upload your first group presentation in “Report 1” and the second presentation in “Report 2,” under “Assignments,” The presentations should include the following:

5 a) Materials collected. For example: newspaper and magazine articles, books, journals, and videos. You should explain why this material is relevant. b) Supporting bibliography: define and explain why two essays/authors listed in the syllabus are helpful to make sense of your research. These two supporting authors must be approved by your T.A. c) Analysis. What are some of the findings of your research? Why are these findings important? How do your research materials relate to the bibliography? d) Conclusions. What did you learn? How does your research explain historical and/or contemporary aspect of mass incarceration? e) Division of labor: what percentage of the total work did each group member do? Please specify what, exactly, each person did. For example, “Mary collected newspaper articles, organized them, and made tables and graphs on the materials; John went to a local jail, conducted interviews with the staff, transcribed the interviews, and wrote a short piece interpreting them.”

Collectively organized research and group presentations are important in developing critical thinking and refining observations. Although you will not be assessed on your oratory skills, a well-structured talk will greatly contribute to communicating your ideas. Practice with your group peers. And please stay within your allotted time. Remember that oral presentations will help you throughout your life and career, so please take the opportunity as an investment in developing this important skill. Here are recommended ways to plan, frame, develop, and present your research – feel free to mix and match, and of course add/elaborate/invent others: • A website based on your research topic • Interviews (on campus – students, staff, instructors – at a local criminal justice facility, with journalists, et cetera) • Take a ride on a police car (APD has a “ride along program” – see their website) • A Wikipedia entry • A Youtube clip • A combination of the above

You are responsible to bring a laptop for your presentation or, if the classroom has a computer, a flash drive with your presentation.

Presentation dates Presentation 1: All groups, October 11, in section, up to 10 min each group.

Presentation 2: In class, up to 20 min each group. The new Jim Crow Nov 14: Groups 1, 2, 3 Signs of Change? New trends in criminalization and sentencing Nov 28: Groups 4, 5, 6 Where do we go from here? Dec 5: Groups 7, 8, 9

Course lecture and section schedule (subject to changes)

Week 1) August 31: introduction, course dynamics, and assignment for next week

Week 2) Disparities in incarceration: old patterns, new trends, continued cycles • Sections: group assignments; studying for quizzes, reading academic essays, writing reports; rules of engagement September 5, 7

Required Readings: a. The Sentencing Project, “Trends in U.S. Corrections.” 2014, 6p. b. National Council on Crime and Delinquency, “Fact Sheet. US Rates of Incarceration: A Global Perspective.” 2006, 8p. c. The Sentencing Project, “The State of Sentencing 2013: Developments in Policy and Practice.” 2014, 20p. d. The Sentencing Project, “The Color of Justice: Racial and Ethnic Disparity in State Prisons.” 2016, 20p. e. Joan Petersilia, “Who’s Coming Home? A Profile of Returning Prisoners.” In When Prisoners Come Home: Parole and Prisoner Reentry (New York: Oxford University Press, 2003), pp. 21-53. f. Angela Davis, “Introduction.” In Are Prisons Obsolete? Seven Stories Press, 2003, pp. 9-21.

Recommended Readings:

Robert Perkinson, “Prison Heartland.” In Texas Tough: The Rise of America’s Prison Empire (New York: Henry Holt and Co., 2010), pp. 15-47. Sabrina Tavernise, “Health Problems Take Root in a West Baltimore Neighborhood that is Sick of Neglect.” New York Times, 29 April 2015, 3p http://www.nytimes.com/2015/04/30/us/health-problems-take-root-in-a-west- baltimore-neighborhood-that-is-sick-of-neglect.html?_r=0 Jason Furman and Douglas Holtz-Eakin, “Why Mass Incarceration Doesn’t Pay,” The New York Times, 21 April 2016, 3p. “California’s Continuing Prison Crisis.” The New York Times, 10 August 2013, 3p.

Week 3) How race, gender, and sexuality structure criminalization • Sections: meet with groups separately (15 min. each); discuss, prepare, and research for presentations; engage the source analysis worksheet (TAs: schedule times accordingly) Sept 12: Quiz 1, Sept 14

Required Readings:

7 a. Angela Davis, “How Gender Structures the Prison System.” In Are Prisons Obsolete? pp. 60-83. b. Meda Chesney-Lind, “Imprisoning Women: The Unintended Victims of Mass Imprisonment.” In M. Chesney-Lind and M. Mauer (eds.), Invisible Punishment: The Collateral Consequences of Mass Incarceration (New York: The New Press, 2002), pp. 79-94. c. Beth E. Richie, “The Social Impact of Mass Incarceration on Women.” In Invisible Punishment, pp. 136-149. d. Marc Mauer, “The Changing Racial Dynamics of Women’s Incarceration.” The Sentencing Project, 2013, 26p.

Recommended Readings:

Cristina J. Kampfner, “Las Mujeres Olvidadas: Women in Mexican Prisons.” In Global Lockdown, pp. 127-136. Cynthia Chandler and Carol Kingery, “Speaking Out Against State Violence: Activist HIV-Positive Women Prisoners Redefine Social Justice.” In J. Silliman and A. Bhattacharjee (eds.), Policing the National Body: Race, Gender, and Criminalization (Cambridge, MA: South End Press, 2002), pp. 81-102. Melanie Deziel, “Women’s Inmate: Why the Male Model Doesn’t Work.” http://paidpost.nytimes.com/netflix/women-inmates-separate-but-not-equal.html Jody Marksamer and Harper Jean Tobin, Standing with LGBT Prisoners: An Advocate’s Guide to Ending Abuse and Combating Imprisonment. National Center for Transgender Equality. Chapter 1 “Why Prisons are an LGBT Issue,” pp. 1-4. http://transequality.org/sites/default/files/docs/resources/JailPrisons_Resource_FI NAL.pdf

Week 4) Writing crime into race: historical antecedents • Sections: visit the library Sept 19, 21

Required Readings: a. Angela Davis, “Slavery, Civil Rights, and Abolitionist Perspectives Toward Prison.” In Are Prisons Obsolete? Seven Stories Press, 2003, pp. 22-39. b. Khalil Muhammad, “Writing Crime into Race: Racial Criminalization and the Dawn of Jim Crow.” In The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America (Cambridge, MA: Harvard University Press), pp. 35-87

Recommended Readings:

Isabel Wilkerson. “Mike Brown’s Shooting and Jim Crow Lynchings Have Too Much in Common. It’s Time for America to Own Up.” The Guardian 25 August 2014, available at http://www.theguardian.com/commentisfree/2014/aug/25/mike-brown-shooting- jim-crow-lynchings-in-common?CMP=share_btn_gp

8 Charles Ogletree, “Condemned to Die Because He’s Black.” New York Times, 31 July 2013, 3p. The Editorial Board, “How Race Skews Prosecutions.” The New York Times, 13 July 2014. Michael Winerip and Michael Schwirtz, “Rikers: Where Mental Illness Meets Brutality in Jail.” The New York Times, 14 July 2014. The Editorial Board, “The Death of Michael Brown: Racial History Behind the Ferguson Protests.” The New York Times, 12 August 2014.

Week 5) Implicit gendered racial knowledge and residential segregation • Sections: meet with groups separately (15 min. each); discuss, prepare, and research for presentations. (TAs: schedule times accordingly) • University Lectures o Monday September 19, 7-8pm. Topic: Elections o Tuesday September 20, 7-8pm. Topic: Research that Changes the World o Other options may become available. Sept 26: Quiz 2, Sept 22

Required Readings: a. Judith Butler, “Endangered/Endangering: Schematic Racism and White Paranoia.” In Robert Gooding-Williams, ed., Reading Rodney King/Reading Urban Uprising b. Jennifer L. Eberhardt et al, “Seeing Black: Race, Crime, and Visual Processing.” Journal of Personality and Social Psychology (2004), 87/6, pp. 876-893. c. Phillip A. Goff et al., “Not Yet Human: Implicit Knowledge, Historical Dehumanization, and Contemporary Consequences.” Journal of Personality and Social Psychology (2008), 94/7, pp. 292-306.

Recommended Readings:

Jennifer Medina, “Rodney King Dies at 47; Police Beating Victim Who Asked ‘Can We All Get Along.’” The New York Times, 17 June 2012, 4p. Erick Eckholm, “As Justice Department Scrutinizes Local Police, Cleveland is Latest Focus.” The New York Times, 17 June 2014. Tanzina Vega, “Shooting Spurs Hashtag Effort on Stereotypes.” The New York Times, 12 August 2014. Benjamin Mueller, “In Connecticut, Breaking a Barrier Between a Suburb and Public Housing.” The New York Times, 11 July 2014. The Editorial Board of the New York Times, “The Racist Roots of a Way to Sell Homes.” The New York Times, 29 April 2016. Michael Henry Adams, “The End of Harlem,” The New York Times, 27 May 2016, 6p. (New York: Routledge, 1993), pp. 15-22. Scott Shane, Nikita Stewart, Ron Nixon, “Hard but Hopeful Home to ‘Lot of Freddies.’” The New York Times, 3 May 2015, 6p.

9 http://www.nytimes.com/2015/05/03/us/sandtown-winchester-baltimore-home-to- a-lot-of-freddie-grays.html k. N.D.B. Connoly, “Black Culture is Not the Problem,” The New York Times, 1 May 20 2015, 3p. http://www.nytimes.com/2015/05/01/opinion/black-culture-is-not-the- problem.html Charles Blow, “The Poisoning of Flint’s Water,” The New York Times, 21 January 2016, 4p. Michael Tesler and David O. Sears, “President Obama and the Growing Polarization of Partisan Attachment by Racial Attitudes and Race.” Paper presented at the American Political Science Association in Washington D.C., September 2010, 43p. John Pasek et. al. “The Impact of Anti-Black Racism on Approval of Barack Obama’s Job Performance and on Voting in the 2012 Presidential Election.” Manuscript (2012), 27p. Jackie Calmes and Megan Thee-Brenan, “Poll Finds Most Back Obama, With Split on Party Lines.” The New York Times, 18 January 2013, 3p. Sean F. Reardon and Kendra Bischoff, “The Continuing Increase in Income Segregation, 2007-2012. Stanford Cepa Report, 2016. Thomas Edsall, “How the Other Fifth Lives,” New York Times, 27 April 2016, 7p.

Week 6) Institutional bias, lethality, and the police • Sections: Review lectures readings, quizzes, and essay instructions; discuss presentations October 3: Quiz 3, Oct 5

Required Readings:

a. Malcolm X Grassroots Movement (MXGM), “Report on Black People Executed without Trial By Police, Security Guards and Self-Appointed Law Enforcers.” New York, 2012, 39p. b. Robin Kelley, “Slangin’ Rocks… Palestinian Style: Dispatches from the Occupied Zones of North America.” In Jill Nelson, ed., Police Brutality (New York: W.W. Norton, 2000), pp. 21-59.

Recommended Readings:

William J. Stuntz, “The Rise and Fall of Crime, the Fall and Rise of Criminal Punishment,” in The Collapse of American Criminal Justice (Cambridge, MA: Belknap Press, 2011), pp. 244-281. “Sunday Dialogue: How We Punish Crime.” The New York Times, 1 December, 2012, 8p. Charles Savage, “Justice Dept. Seeks to Curtail Stiff Drug Sentences.” New York Times, 12 August 2013, 4p.

Week 11) Youth, prisons and schools: circles of surveillance and dispossession

13 • One section: rehearsal for groups 1, 2, 3 (10 mins each); other sections: review of lectures and readings; questions about essays, quizzes, and research. Invited Speaker (Villalobos) Nov 7: Quiz 6, Nov 9: possible viewing of “War on the Family.”

Required Readings: a. Texas Appleseed, Texas’ School-to-Prison Pipeline: Dropout to Incarceration, the Impact of School Discipline and Zero Tolerance (Austin: Texas Appleseed, 2007), pp. 1-40.

Recommended Readings: Erick Eckholm, “With Police in Schools, More Children in Court.” The New York Times, 12 April 2013, 3p. r “Criminalizing Children at School.” The New York Times, 18 April, 2013, 2p. c. Charles M. Blow, “Michael Brown and Black Men.” The New York Times, 13 August 2014. d. Texas Juvenile Probation Commission, The State of Juvenile Probation Activity in Texas (2010), pp. 1-24. f. Council of State Governments Justice Center, Breaking School’ Rules? A Statewide Study of how School Discipline Relates to Students’ Success and Juvenile Justice Involvement (New York, 2011), pp. ix-xiii.

Week 12) The New Jim Crow • Sections: rehearsal for groups 4, 5, 6 (10 mins each); other sections: review of reports, quizzes, and research; Invited speaker (Burch, Hamilton, Conway) Nov 14: Presentation, groups 1, 2, 3; groups upload presentation on Canvas Nov 16: Review of presentations, additional insights, in class

Required Readings: a. Michelle Alexander, “The New Jim Crow.” In The New Jim Crow: Mass Incarceration in the Age of Colorblindness (New York: The New Press, 2010), pp. 173-208. b. Jeremy Travis, “Invisible Punishment: An Instrument of Social Exclusion.” In M. Chesney-Lind and M. Mauer (eds.), Invisible Punishment: The Collateral Consequences of Mass Incarceration (New York: The New Press, 2002), pp. 15-36. c. Devon Carbado, Cheryl Harris and Kimberle Crenshaw, “Racial Profiling Lives On.” The New York Times, 14 August 2013, 3p.

Recommended Readings: Julie Bosman and Erica Goode, “F.B.I. Steps In Amid Unrest After Police Kill Missouri Youth.” The New York Times, 11 August 2014. Adam Liptak, “Supreme Court Invalidates Key Part of Voting Rights Act.” The New York Times, 25 June 2013, 4p. Ira Glasser, “Drug Busts = Jim Crow.” The Nation, July 2006, pp. 24-26.

14 “Voter Harassment, Circa 2012.” The New York Times, 21 September 2012, 2p. Deirdre A. Royster, “What Happens to Potential Discouraged? Masculinity Norms and the Contrasting Institutional and Labor Market Experiences of Less Affluent Black and White Men.” The Annals of the American Academy of Political and Social Science 606 (2007): 153-180. “Forcing Black Men Out of Society,” The New York Times, 25 April 2015, 3p. http://www.nytimes.com/2015/04/26/opinion/sunday/forcing-black-men-out-of- society.html

Week 13) Signs of change? New trends in criminalization and sentencing Nov 21, Nov 24: No class: Thanksgiving

Required Readings: a. Ram Subramanian and Ruth Delaney, “Playbook for Change? States Reconsider Mandatory Sentences.” New York: Vera Institute of Justice, 2014, 28p. b. Ram Subramanian and Rebecka Moreno, “Drug War Détente? A Review of State- Level Drug Law Reform, 2009-2013.” New York: Vera Institute of Justice, 2014, 32p.

Recommended Readings: Ethan Bronner, “Long Prison Term Is Less So Thanks to Judge’s Regrets.” The New York Times, 28 March 2013, 4p. David Cloud, “On Life Support: Public Health in the Age of Mass Incarceration.” New York: Vera Institute of Justice, 2014, 34p. http://www.vera.org/sites/default/files/resources/downloads/on-life-support- public-health-mass-incarceration-report.pdf Deborah Sontag, “Push to End Prison Rapes Loses Earlier Momentum.” New York Times, 12 May 2015, 11p. http://www.nytimes.com/2015/05/13/us/push-to-end-prison-rapes-loses-earlier- momentum.html Michael Winerip and Michael Schwiritz, “For Mentally Ill Inmates, a Cycle of Jail and Hospital.” New York Times, 10 p., 10 April 2015. http://www.nytimes.com/2015/04/12/nyregion/for-mentally-ill-inmates-at-rikers- a-cycle-of-jail-and-hospitals.html

Week 14) Transnational perspectives • Sections: presentation rehearsal for groups 7, 8, 9 (10 mins each); other sections review readings and lectures, essays and quizzes. Invited Speakers (McMahon, Henson) Nov 28: presentations, groups 4, 5, 6; groups upload presentations on Canvas Nov 30: Review of presentations, additional insights, in class

Required Readings: a. Vivien Stern, “The International Impact of U.S. Policies.” In M. Chesney-Lind and M.

15 Mauer (eds.), Invisible Punishment: The Collateral Consequences of Mass Incarceration (New York: The New Press, 2002), pp. 279-292. b. Biko Agonizo, “Nigerian Women in Prison: Hostages of Law.” In Global Lockdown, pp. 185-200. c. Jenny Barchfield, “Black Lives Matter Activists in Rio to Highlight Racism,” The Columbus Dispatch, 20 July 2016. http://hosted2.ap.org/OHCOL/8ef5320729ce4298abefc1903704c7d5/Article_201 6-07-20-LT--Brazil-Black%20Lives%20Matter/id- 95ca12b638de476eaa12d4c317dc04ce

Recommended Readings: Sudbury (ed.), Global Lockdown: Race, Gender, and the Prison-Industrial Complex (New York: Routledge, 2005)

Week 15) Where do we go from here? • Sections: review readings and lectures, essays and quizzes December 4: Essay 2 due Dec 5: presentations, groups 7, 8, 9; groups upload presentations on Canvas Dec 7: Quiz 7; review of presentations, conclusions a. Angela Davis, “Abolitionist Alternatives.” In Are Prisons Obsolete?, pp. 105-115. b. Ruth Gilmore, “What is to be Done.” In Golden Gulag: Prison, Surplus, Crisis, and Opposition in Globalizing California (Berkeley: University of California Press, 2007), pp. 241-251. c. George Yancy and Judith Butler, “What’s Wrong with ‘All Lives Matter’?” New York Times, 12 January 2015, 10p. http://opinionator.blogs.nytimes.com/2015/01/12/whats-wrong-with-all-lives- matter/

Recommended Reading: Paul Tullis, “Can Forgiveness Play a Role in Criminal Justice”? New York Times, 4 January 2013, 16p. William J. Stuntz, “Fixing a Broken System.” In The Collapse of American Criminal Justice (Cambridge, MA: The Belknap Press, 2011), pp. 285-312. Jody Marksamer and Harper Jean Tobin, Standing with LGBT Prisoners: An Advocate’s Guide to Ending Abuse and Combating Imprisonment. National Center for Transgender Equality. Chapter 7, “Don’t Stop at the Jailhouse Door: Combating Incarceration of LGBT People, pp. 65-71. http://transequality.org/sites/default/files/docs/resources/JailPrisons_Resource_FI NAL.pdf George Yancy, “Dear White America,” The New York Times, 24 December 2015, 7p. Jamilah Lemieux, “Will Black People Ever Feel Safe Around Police?” The Guardian, 21 July 2016. https://www.theguardian.com/commentisfree/2016/jul/21/charles- kinsey-black-people-safety-police

16 Charles M. Blow, “A Week from Hell,” New York Times, 8 July 2016, 4p. John Eligon and Frances Robles, “Amid Broad Movement Against Police Abuse, Some Act on the Fringe,” The New York Times, 22 July 2016. http://www.nytimes.com/2016/07/23/us/militant-fringe-groups-draw-new- followers-amid-police-abuse- tensions.html?hpw&rref=us&action=click&pgtype=Homepage&module=well- region®ion=bottom-well&WT.nav=bottom-well Jess Bidgood et. al., “One Police Shift: Patrolling an Anxious America.” The New York Times, 23 July 2016. http://www.nytimes.com/2016/07/24/us/police- ridealongs.html?hp&action=click&pgtype=Homepage&clickSource=story- heading&module=second-column-region®ion=top-news&WT.nav=top- news&_r=0 Center for Justice at Columbia University, “Aging in Prison: Reducing Elder Incarceration and Promoting Public Safety,” 116p. http://centerforjustice.columbia.edu/policy/aging-in-prison/