winter 2002 P R I S O N I S S U E
360 Degrees of Blackness: African-American History in a Prison Education Program Jill Paquette...... 1 360 Degrees of Education Reintegration at Hampden County William R.Toller and Daniel E. Blackness: African- O’Malley...... 3 Opening Doors: An ESOL Workbook by Prisoners, for Prisoners American History in a Kristin Sherman...... 6 Poems from Prison Anne Flaherty...... 7 Prison Education A Tutor and Learner at the ACI Janet Isserlis and Jessica Gonzalez...... 8 Program Reflections from Inside Arnie King...... 10 By Jill Paquette Behind Bars: An Experiment in Cross- Cultural Training s a first-year teacher in the non-traditional environment of Kristin Sherman...... 11 a prison, I’ve found that my best lessons have been themati- The Voice in The PEN Rodney Wilson...... 12 Acally based. I’ve developed interdisciplinary units around the novel Of Mice and Men, the play A Raisin in the Sun, career/employ- State of the State—Behind Bars: ABE for the Incarcerated ment issues, twentieth century America, and other topic areas. But Bob Bickerton and Jane Brown...... 16 no lesson that I have prepared can top a thematic unit on African- NELRC Notes: Education for Community American history, one that was developed at the suggestion of a stu- Participation Andy Nash...... 18 dent, curious about his heritage. I developed this unit while teaching at the Suffolk County House of Corrections in Boston. My students Department of Correction in Massachusetts— An Overview were men, mostly in their 20s and 30s; who read between a 5th and Larry Pollard...... 19 6th grade level. “Africa Then, African Now—360 Degrees of The Right Thing Blackness,” as the project came to be known, had very modest begin- Maurice Penn...... 20 nings. My initial aims were to introduce and familiarize students Resources on Prisons...... 21 with a few components of African-American history, including ancient African civilizations, the Massachusetts 54th Infantry, and the Harlem Renaissance. Educational objectives prior to beginning the unit included: highlighting less familiar people and aspects of black history, improving literacy, enhancing computer literacy, prac- ticing group presentation skills, and improving writing fluency. Continued on page 5
System for Adult Basic Education Support Funded by the Massachusetts Department of Education Field Notes Field Notes Mission Statement and F o r e w o r d Editorial Policy Mission Field Notes is an adult basic education (ABE) quarterly, theme-based newsletter. It is designed to share innovative and reliable practices, resources, and information relating to ABE. We This issue of Field Notes offers insights and information about attempt to publish a range of voices about adult basic education in one of the most challenging settings— important educational issues, and we are espe- cially interested in publishing new writers, writ- correctional facilities. The bias is pretty clear: education for ers of color, and writers who represent the full inmates is a powerful tool for transformation; prisoner education range of diversity of learners and practitioners should not be viewed as an add-on, a luxury, or a form of cod- in the field. dling. The perspectives of prisoners in this issue are highlighted Field Notes is also a place to provide support and encouragement to new and experienced through articles, poems, short reflections, and drawings. We have practitioners (ABE, ESOL, GED, ADP, Family also showcased the work of teachers who have found creative, Literacy, Correction, Workplace Education, and others) in the process of writing about their respectful ways to approach adult basic education in correctional ideas and practice. Editorial support is always facilities despite the institutional limitations of the work. provided to any writer who requests it. Teachers, administrators, counselors, volun- Resource listings—Web teers, and support staff are welcome to write Sites, cu r ric u l a , guides, articles, for Field Notes. and videos— are included for Our Funder a variety of purposes: to Field Notes is published by the System for Adult assist inmates in the re-entry Basic Educational Support (SABES) and funded by Adult and Community Learning Services process, to inspire and (ACLS), Massachusetts Department of inform teach- ers, and to Education. The Central Resource Center (CRC) of SABES is located at 44 Farnsworth Street, enlarge our understanding Boston, MA 02210. of prison culture. This issue comes at a time when education for Our Editorial Policy prisoners is more marginalized than ever. Although Adult and Unsolicited manuscripts to Field Notes are wel- Community Learning Services (ACLS ) at the Department of come. If you have an idea for an article or wish to submit a letter to the editor, contact Lenore Education still funds some programs for inmates, recent massive Balliro, editor, by phone at 617-482-9485, by cuts from the Massachusetts Department of Correction (DOC) email at
Lenore Balliro, Editor Editor: Lenore Balliro Layout: Heather Brack Proofreading: Deb Liehs Lou Wollrab
2 winter 2002 Field Notes Education Reintegration at Hampden County By William R. Toller and Daniel E. O’Malley t the Hampden County Communities, and Cultures in 1997 ◆ an extensive knowledge of all Sheriff’s Department, in and secured a $150,000 grant to aspects of federal student aid ALudlow, Massachusetts, we fund an education reintegration (FAFSA). have been focused on preparing our model for two and a half years. The follow-up aspect of the inmate population to become program provides participants with responsible citizens since 1975. The Education counseling to continue with their With over 80 percent of our inmate Reintegration Model chosen course of study and also population high school dropouts Dan O’Malley was hired as our provides educational advocacy for and lacking vocational skills, the education reintegration counselor each client. The average student in need for correctional education was under the Crime, Communities, our program is a young Hispanic readily apparent when we moved and Culture grant in February 1998. male from Springfield, around 22 from the old York Street Jail, built The purpose of the grant was to years old, with a record of sub- in 1886, to Ludlow, in 1992. transition inmates from education- stance abuse and prior arrests. Correctional programs had signifi- al courses of study at the facility to Follow-up is key to achieving suc- cantly helped us in managing our community-based adult education cess once released. record overcrowding numbers, programs, including college level At the onset of the program, which hit 726 inmates in 1985 in programs of instruction. The origi- Dan met with over 25 community- space designed for 256 inmates. nal grant also required the educa- based adult education programs to From 1976 to 1992, over 1,759 tion reintegration counselor to pro- explain the education reintegration inmates had achieved their high vide vocational and career guidance program to the providers, make school equivalency diploma; 2,000 to inmates. The position has introductions, and assess the com- inmates had been placed in unsub- required the following: patibility of the community-based sidized employment as a result of ◆ an extensive knowledge of aca- programs with our facility’s educa- vocational training; and over 1,000 demic, career, and occupation- tion program At a series of internal inmates had received substance al professions available to high meetings, Dan also explained the abuse treatment at our correctional school graduates, GED recipi- education reintegration program to alcohol program in Springfield. ents, and college level students; the teaching staff and sought sup- As we began our education ◆ extensive knowledge base of port for effective teacher input into efforts at our new facility in Ludlow the community-based adult the reintegration process. in 1992, our ABE program grew programs available to released quickly from an average daily atten- inmates; Support from Teachers dance of 75 students at York Street ◆ the ability to develop and The teaching staff was over- to over 250 students by 1993. As implement programs of study whelmingly supportive of the rein- our education staff utilized the that allow for the realistic tegration concept and began to SABES staff and program develop- attainment of each partici- make immediate referrals for those ment process each year, we identi- pant’s educational goals and inmates who were about to be fied a pressing need for our correc- career objectives; released from the facility. Dan also tional education efforts: a reinte- ◆ the demonstrated ability to began a series of meetings with gration counselor to assist students provide educational and occu- currently incarcerated inmates to in the next step, completing their pational guidance consistent explain the education reintegration educational goals in community- with each participant’s aca- model. based programs. With the assis- demic abilities and career tance of a VISTA volunteer, we con- objectives; tacted the Center for Crime, Continued on page 4
winter 2002 3 Field Notes Education Reintegration... local community college. After are going. The mentor provides a Continued from page 3 accumulating a number of college key role in the success of the credits and having served his com- released inmate (now a student) by Outcomes plete sentence, Darnell was acting as a transitional figure Prior to the incorporation of released. Prior to his release, between the student and the rein- the education reintegration model Darnell met with Dan where he tegration counselor. If the student at the Hampden Sheriff’s Depart- received a number of services to stops attending school or needs ment, only 30 percent of inmates help ensure his acceptance into a additional support, the mentor can indicated a desire to continue with community college and the suc- help follow through to make sure formalized education upon release. cessful continuation of his educa- adequate support is provided. Now, after five years of education tion. For example, Darnell’s finan- reintegration services, almost 75 cial aid (FAFSA) was processed over What the Research Shows percent of inmates express a direct the Internet; his transfer credits Education programs do dra- interest in furthering their educa- were incorporated into his college matically reduce recidivism as a tion upon release from custody. transcripts; he received an recent Correctional Education appointment for long-term aca- Association staff survey and our Ceremonies demic/placement counseling at the research clearly show . Our overall On a monthly basis, the college. He is scheduled to start his recidivism rate for inmates who Hampden Sheriff’s Department college work in fall 2002 and is have been released for two years or holds a “Student of the Month” cer- expected to graduate in 2003. more since 1999 is approximately emony to recognize a student who The actual mechanics of the 22 percent; our recidivism rate for has demonstrated academic and education reintegration program those who have successfully partici- social improvement. At each cere- are closely linked with the overall pated in education programs is less mony, Dan speaks to the students Hampden County Sheriff’s “After than 12 percent. Our challenge as and explains the educational Incarceration Support Services” correctional educators is to contin- opportunities that are available Department (AISS). Prior to ually develop the lifelong learning upon release. Students are encour- release, every inmate at the concept with our students and to aged to continue with their studies Hampden County Sheriff’s help them take that next step by when released and are advised to Department develops a detailed enrolling in adult basic education call Dan to arrange for educational release plan that addresses issues programs in our communities. such as housing, mental health, placement in the community. Dan William R. Toller is assistant superin- substance abuse, and education. At has also arranged for community- tendent of human services at the the release planning groups, every based adult education providers to Hampden County Correctional Center inmate who expresses an interest in come into the facility and explain in Ludlow, where he has been continuing with education meets their education programs to the employed since 1976. He can be individually with the education re- inmates at the “Student of the reached by email at
4 winter 2002 Field Notes 360 Degrees... needed, but they were responsible poetry and art created solely by Continued from page 1 for collectively deciding what that African-Americans, and listen to project would be, and how to get it the smooth sounds of Coltrane, Little did I know at that time how from conception to completion. We Armstrong, and other jazz greats. much more this would actually bounced around many ideas before We even invited guests to sit and involve and include. deciding on constructing a large- further explore any related areas of By the time John Coltrane’s scale timeline that would wrap interest to them. This followed a saxophone faded out and the direc- around the classroom and present 15-minute oratory/theatrical walk tor yelled “Cut!,” our ‘‘little’’ proj- articles, pictures, and other infor- through history, which verbally ect was close to two months in the mation about each piece that we highlighted our educational jour- works. We began with a mini-les- covered. We designated two student ney, narrated by the “experts” that son on Nubian and Egyptian cul- project leaders who would coordi- had researched and prepared that tures in which students teamed up nate and direct the massive project. section. This piece was entirely to tackle a single area of the ancient We increased the caseload to arranged by my students, who cultures, for example: family life, include the transatlantic slave caught me by surprise when they religion, contributions to society, trade, slavery in America, the Civil handed me my script, detailing the and related topics. Each group was Rights movement, and African- lives of a few outstanding black required to read and understand its Americans today. It was as if our women. All in all it was a multi- piece, summarize it, then jointly team captain yelled “break,” the media event that left us with an present the newly discovered infor- huddle dispersed, and each player engaged audience, a wealth of mation to the rest of the class. Lack set off to do his job. Some navigat- information, swelling pride, unbe- of preparedness by some of the ed their way through Encarta lievable camaraderie, and a stand- presenters and difficulty of materi- Africana, an unbelievably resource- ing ovation. One staff member, our al caused this part to drag a little. ful computerized encyclopedia of librarian and a Congolese native, After that section we spent some Africana. Others dove into text- was so impressed that he encour- time looking at the state of Africa books and other printed resources. aged us to videotape the presenta- today. Geographics, demographics, Still others viewed video libraries tion as a permanent documentation economics, and other areas were during the research portion of the to have and show in our institution- presented with the help of some project. al library. excellent overhead transparencies, which helped to spark student Mini-Museum and Unexpected Outcomes interest. From there we jumped Celebration What started as a less than ade- ahead to the Civil War era and the Our timeline was literally quately developed lesson ended as a Massachusetts 54th Infantry’s dis- bursting at the seams. So much so source of knowledge, pride, and tinguished role in history. We dove that it actually more closely resem- development for my ABE students. into facts and stats, as well as per- bled a mini-museum. Our small Each and every member cont r i b u t e d : sonal narratives from those who cinder-block classroom was trans- reluctant writers completed essays, were there. It was around this time formed into a home of tribute to less than artistic individuals that I realized that something spe- African history and to my students‘ designed and colored murals, and cial was about to happen. vision and perseverance. I arro- computer-phobes navigated CD- gantly decided that the museum ROMs. During this time, my class Taking a Back Seat to wasn’t enough. I wanted to share, attendance and size multiplied and Students celebrate, and show off our work. students excelled in working both I decided to take a back seat Nearing the end of our project, I independently and cooperatively. and allow the students to steer our informed the class that we were Most importantly, this group next course. We held a group meet- going to host a party, an open house gained a valuable sense of pride in ing in which I told the class that I that would allow other interested themselves. The project exceeded wanted to put together a compre- students and staff to view the layout the expectations of even the most hensive class project presenting all of actual sardine-packed slave optimistic in the group. ships, read documents and journal our new information. I would sup- Continued on page 9 ply all the resources and assistance entries, skim through volumes of winter 2002 5 Field Notes Opening Doors: An ESOL Workbook By Prisoners, for Prisoners By Kristin Sherman pening Doors is a workbook geared toward inter- already-published writers if they wanted to contribute. mediate and advanced learners of ESOL, especial- Overwhelmingly, the larger writing community Oly learners representing marginalized populations. responded. The students selected the poems, stories, What is unique about this book is the collaborative and memoirs by Julia Alvarez, Sandra Cisneros, process that produced it. The idea for the workbook Nicholasa Mohr, Pat Mora, Leroy V. Quintana, and Luis arose from the stories that learners in my ESOL classes Rodriguez that are included in the workbook. at the Mecklenburg County Jail (in Charlotte, North Carolina) were writing. Two years ago, Luis Rodriguez, a Writing and Artwork Chicano poet and the author of Always Running, gave a In addition to the weekly art classes, we added a writing workshop to the ESOL students in the jail. The writing class to generate enough writing to include in a students responded so well that I asked other writers in full-length workbook. All the students in the writing the Charlotte community if they would be interested in class were either second language learners or bilingual, working with the students on their writing. Irania and were also in the art class. Many assignments linked Patterson of the Public Library of Charlotte- the writing and the artwork. Because we also wanted Mecklenburg County and Dannye Romine Powell, a the students to acquire real skills, we included them in columnist for the Charlotte Observer, also came out and as much of the creation of the book as possible, so in taught the students about storytelling and poetry. Some addition to the writing, the illustration, and the selec- tion of outside work, students helped edit, practiced of the writing generated from those early workshops lesson material, and designed layout. appears in this workbook. One comment: The students were eager to be part The Students of the project and to contribute whatever they could. In this community, the students often rely on each other to Many of the students had less than six years of edu- get what they need. The line between help and outright cation, and some could barely read in any language. cheating is often blurred. Some of the stories in this While some students had worked for years in restau- book were written with varying degrees of help. Some rants or in construction, others had no work experience of the illustrations include images “borrowed” from at all. I thought that publishing their writing would existent art, images that somehow speak to the student. encourage them to value literacy more and begin to As far as we know, nothing in this book has been copied identify themselves in a new way—as writers. Because wholesale. of the relatively low level of literacy and English profi- ciency of some of the students, I wanted to include oral Design of the Units histories and illustrations, and so allow all students to In general, the units allow the learner to replicate express themselves in a way they felt comfortable and the process that our students went through, moving competent. I approached Frances Hawthorne, an artist from a common base of knowledge and language pre- and art instructor with extensive experience in com- sented in context, through structured practice to a freer munity art, to offer art classes to the ESOL students. expression of the learner’s own experience. The units The illustrations on the cover and throughout the book usually move from easier material to more difficult are the result of the nine months of instruction the stu- material. More advanced learners may be able to use dents received. the entire unit, whereas intermediate learners may Gradually, the book grew from a way for the ESOL need much more help from the instructor. learners to express themselves to a way that those learners could help other ESOL learners. We decided to use their writings to help teach English by creating A few copies of Opening Doors are an instructional workbook. We wanted the writings to still available, free of charge. Contact Kristin represent a range of genres and difficulty, so we asked Sherman at
6 winter 2002 Field Notes Poems from Prison By Anne Flaherty
Walk a Mile in My Shoes Walk a mile in my shoes Walk a mile in my shoes Before you go and judge me, Before you get to choose If you can label and begrudge me, Just try these suckers on And, walk a mile in my shoes Life Locked Well, did you ever raise a family by yourself Oh well I’m Without alimony, child support or any help? Multiply conflicted Did you have to hear Multiply convicted Maybe he’ll pay up next year? Of criminal felonies Just put all your wants and needs on a shelf. Well, mister? Thrown into this prison Wasn’t my decision (chorus) No sex and no kizzin Have you ever seen the wide eyes of your child Oh, how celibacy fell on me. When he hasn’t seen his Daddy for awhile? Stripped of all possessions And, he wants a brand new bike, Stripped of all obsessions Go ahead honey, pick out the one you like. Stripped of all concessions And you want to see that grateful little smile? I’ve clung to all my life Well, Missy? Building up my what-abouts (chorus) Sizing up my where-abouts And, when the wolf comes a-knockin’ at your door and Of woe, mischief and strife Tells you, “You can’t live here anymore.” Letting go of old stuff Do you pack your bags and shuffle down the street, Letting go of cold bluff Or do you bend the rules a little Hoping that I get enough And, get back on your feet? Of love to see me through Well, ain’t life sweet? Getting what I earned Walk a mile in my shoes Getting what I should have learned Walk a mile in my shoes Getting all the twists and turns Come on, it’s not above you, Getting straight the plans for me and you Don’t make me have to shove you. Just try singing the mother’s blues. Oh, cuz I’m life locked Oh, and I’m shell shocked And walk a mile in my shoes. Oh, and I’m defrocked and re-mocked Walk a mile in my shoes. And you might think it strange If you’ve got something to prove, That this girl, is ready for a change. . . Walk a mile in my shoes.
Anne Flaherty is a singer, songwriter, musician, actress, and founder of Social Justice Today. By the time that this issue of Field Notes is published, Anne will be at a pre-release work program. She can be reached at
8 winter 2002 Field Notes A Tutor and Learner... Continued from page 8 New England ABE-to- barring inmates online access have some merit, it’s hard to imagine College Transition Project that alternatives can’t be sought. I would like to believe that as tech- By Jessica Spohn nology advances further, we might Research establishes the need for ongoing education for the ex- find ways to afford access to learn- offender. Levels of educational attainment are directly correlated with ing tools on the internet to women an ex-offender’s ability to stay out of jail. However, access to and per- and men who otherwise are limited sistence in education, especially post-secondary education, is the last in their access to current learning issue to be addressed as the ex-offender plans for and enters the re- materials. I am also aware of the entry process. resources that are available to The New England ABE-to-College Transition Project is a partner- learners at the ACI—a computer lab ship between the New England Literacy Resource Center (NELRC) at (not online), a library, GED and World Education and 23 adult learning centers in six New England other learning texts, dedicated and states. The project is funded by the Nellie Mae Education Foundation. capable educators. The goal of the project is to build program capacity and create opportu- Jess: I hope that in some way all nities for adult literacy program graduates to prepare for, enter, and of this makes a difference; there are succeed in post-secondary education so as to help them improve and people like myself in the ACI who enrich their own and their families’ lives. really want to learn. Just because I Currently, two of the ABE-to-College Transition programs are am in here and I am considered a housed in correctional facilities: Norfolk County House of Correction criminal or someone who broke the in Dedham, Massachusetts, and Webster Correctional Facility in law doesn’t mean I am stupid and I Cheshire, Conneticut. The ABE-to-College Transition program at should be limited only to materials Webster Correctional Facility works with Gateway Community College that can help me become a better in New Haven, Conneticut. The ABE-to-College Transition program person in society. I am not just at Norfolk County House of Corrections works very closely with three saying this to put one picture in community colleges: Massasoit, Massbay, and Quincy. The teachers in your mind; books are good (and my the program are also instructors at the colleges. The program is now in reading is not limited only to it’s second cycle. Students from the first cycle have successfully com- behavior-related texts). However, if pleted the program, left incarceration, and are enrolled at all of the I had more access to materials, I’m collaborating colleges. sure when my release date comes I will have a better chance of defend- For more information on the ABE-to-College Transition Project, please ing myself in a world as fast as the contact Jessica Spohn,
winter 2002 9 Field Notes Reflections from Inside By Arnie King dropped out of high school at 17, shot and killed It has become evident to me that authentic rehabilita- an innocent man at 18, and entered Walpole State tion will not occur without including education in the I Prison at 19, barely avoiding the death penalty. I formula. try each and every day to do something that communi- I continued to work in prison education at Walpole, cates remorse and to make atonement for the life I took . Norfolk, and Bridgewater, where I discovered the In a few months, I will honor my 50th birthday with rewards of helping others. It became apparent that several family members in the prison visiting room, there were fundamental changes in the lives of the driving orange juice and sharing microwave popcorn. prisoner/students, due to the application of basic edu- Prison life sucks! Work details in prison consist of cation principles. Another important lesson for me was janitorial tasks, kitchen assignments, maintenance, to acknowledge the need for academic education in my and industry factories. Most jobs pay one-to-two dol- life. Teaching others required that I pursue advanced lars each day and unemployment is always quite high in courses and be a positive example. In 1983, I received the Massachusetts prison system. The actual work is an associate’s degree in business, and Boston often menial and requires very little skill to perform. University awarded me a bachelor’s in liberal studies Therefore, I have concentrated on academic studies (1986) and a master’s degree in liberal arts (1990). and rehabilitative programming during Although I have been accepted in post- this incarceration period of thirty-plus graduate programs, Union Institute (1992) years. and U/Mass–Boston (1999), the wall of One of my earliest, though most prison bureaucracy has prevented further significant and meaningful, prison jobs advancement. was assistant teacher in the ABE pro- Despite much success, ABE, GED, gram during the mid-seventies. Walpole ESL, and other academic programs are a Prison was very chaotic and violent, very low priority in the prison system. It is with daily assaults and monthly mur- more typical for one to receive tutorial ders. The school area was a relatively assistance from another prisoner in an safe environment and the ABE director, informal way than from within a structured Mel Springer, hired me to work with classroom setting. A great percentage of older adult prisoners. I was about 24 prisoners are eventually released without years old, with a GED and a few college courses, adequate skills to function in the community as law- instructing men in areas of the numbering system, as abiding citizens. The challenge is to prepare the pris- well as learning the alphabet. Some days were con- oner for release while incarcerated by providing the sumed with assisting in reading or responding to a let- tools and the ability to use them. How can it happen? ter from a family member, or being able to fill out an There are over 100 “lifers” in the Massachusetts prison institution form requesting medical services. system with Boston University degrees. A suggestion is Education is so very important for individuals to to provide training workshops to transform graduates adequately function in our society. Without the funda- into peer educators to promote the ABE, GED, and ESL mentals, it’s clear that one is destined to be unsuccess- programs. Then, with a little innovation and opportu- ful. The majority of prisoners enter the “big house” nity, men convicted of murder will be able to offer a without a GED or diploma. In fact, a large percentage humanitarian gesture to society and to other human have never been to high school. The adult student in beings from the cell block. More importantly, men will prison must face a major issue of low self-esteem. Am I be returning to the community less hostile and more capable of learning? Why should I? Responses to such inclined to contribute toward the neighborhood. questions will emerge after the learning process has gained momentum and short-term goals are accom- Arnie King can be reached by mail at Bay State Center, Box plished. The world expands beyond the 6x9 cell as one 73, Norfolk, MA 02056. He may also be reached via email at increases understanding of the environment outside it.
10 winter 2002 Field Notes Behind Bars: An Experiment in CrossCultural Training By Kristin Sherman uenos tardes, me llamo ect to meet both the students’ needs ed their material to several differ- Francisco Martinez, y yo soy and my own. I suggested the stu- ent classes of new officers. Bde Mexico. Good afternoon, my dents “put their money where their Over the following year, both name is Francisco Martinez, and I mouths were”–that they develop a officers and inmates “turned over.” am from Mexico. workshop/presentation that could I had a whole new cast of characters Like many of my students in be used to train officers. in my class, and all of the officers in the jail, this student had an alias. command positions were new. The All the jail records listed him as Preparing for the Training trainings were discontinued when a Manuel Rodriguez. With these As a class, we read books and new training officer took over. words of introduction, he claimed downloaded articles from the What hadn’t changed was the con- his true name, and began his part Internet to learn about differences flict between Latinos and the other of the presentation. We were giv- between Latino and Anglo cultures. ethnic groups. Another incident ing a workshop on Latino culture to We watched the movie Fools Rush In, propelled a student into approach- new detention officers who would, which was surprisingly useful in its ing me about the lack of training within a couple of weeks, begin depiction of the contrast between the officers received in dealing with their jobs supervising these very the two cultures. The students Latino inmates. One pod supervi- same Latino inmates. I teach ESOL to an intermedi- ate class at Mecklenburg County One pod supervisor continually called Jail in Charlotte, North Carolina. My students are all Hispanic. the Latino inmates “Pancho,” while About two-thirds are facing seri- ous time on federal charges. They other non-Latino inmates were represent different countries, lev- els of education, and degrees of addressed respectfully by Mister and acculturation. The idea for the training on their last names. Latino culture for detention offi- cers at the Mecklenburg County Jail was born a couple of years ago. developed a description of Latino sor continually called the Latino Students in my ESL class had been culture that they felt was authentic. inmates “Pancho,” while other, experiencing conflict with other They also translated phrases that non-Latino inmates were inmates and with officers, and felt were specific to the jail environ- addressed respectfully by Mister that much of this conflict had aris- ment into Spanish. Finally, they and their last names. I told the stu- en because officers knew nothing came up with concrete suggestions. dent that we had such a presenta- about Latino culture. The students Meanwhile, I began lengthy negoti- tion, developed by students, but it submitted a petition asking for ations to persuade the command hadn’t been done in a long time. such training. At the time, I was structure and training officers to After that class, I approached one of working on a project in collabora- allow the training. I was able to get the captains and the new training tion with Literacy South, in which I the training approved, but I had to officer. Both agreed not only that was trying to develop lesson ideas deliver it. There were too many the training could be done, but also that would help ESL students learn obstacles, including security issues, that students could do it. to navigate systems. The officer to permit the students to give the training seemed like an ideal proj- training themselves. So, I present- Continued on page 15
winter 2002 11 Field Notes The Voice in The Pen By Rodney Wilson or nearly two decades, inmates at the Hampden County Jail and House of Correction have contributed to lit erary and artistic newsletters published by the education department. Although the publications have evolved F and changed names more than once (Behind the Walls became Tutor Talk became The Pen), the purpose has always been to provide an opportunity for inmate-students to see their writing in print, including poems, essays, letters, movie reviews, and articles, with other inmates and staff. In The Pen, students write of their trials, tribulations, hopes, dreams, frustrations, and fears. They write about their parents, their children, their shortcomings, and their struggles with addiction and anger. Students also con- tribute impressive artwork. Shortly after September 11, a cover drawing (“One Nation Equal”) of an American eagle with one tear streaming down its face as its wings embraced the Twin Towers and Pentagon paid homage to those lost in the attacks. Another powerful cover art was that of a mother sitting beside a river gently bathing her newborn son (“Mother Bathing Son,” September 2000). A regular feature of The Pen is “Trivia Time,” which prompts students to make a dash for reference works in search of answers to somewhat obscure questions (Example: Where, in March 1946, did Winston Churchill deliver his famous “Iron Curtain” speech?*). The Pen also is a vehicle to publicize students who complete their GED at the Hampden Sheriff’s Department (just over 3,200 at last count), and those men and women who earn recognition as students of the month.
*As a guest of President Truman at Westminster College in Fulton, Missouri.
Rodney Wilson began his teaching career at a St. Louis high school in 1990. He has served as Title I teacher at the Hampden County Jail and House of Correction since November 1999.
Turn to page 14 to read more excerpts from The Pen!
12 winter 2002 Field Notes Coming Home: A Resource Directory for Ex-Offenders Returning to Greater Boston Communities Published by: Prisoners Re-entry Working Group
Coming Home is a compilation of over 300 agencies, organizations, churches, and individuals that can provide assis- tance and information to ex-offenders. The data on each listing includes name, address, telephone/fax numbers, Web site, services provided, office hours, requirements, cost, languages spoken on the site, and public transporta- tion information.
The purpose of this directory is to provide ex-offenders from prison returning to the Boston community with useful information in a useable format so they may know where to go for help in overcoming whatever barriers to gainful employment, education, housing, and other services that may be in their way.
It should be useful to agencies and individuals assisting ex-offenders as well as ex-offenders themselves, prisoners developing post-release plans, and prison staff assisting them.
ORDER FORM
Coming Home: A Resource Directory for Ex-Offenders Returning to Greater Boston Communities
Name
Agency/Organization
Mailing Address
Telephone Fax
Email Web site
Donation: Please check appropriate place. $20.00 if Directory is picked up: (See below for pick up information.)
$25.00 if you want the Directory mailed:
Number of Directories:
Amount enclosed:
Make checks payable to: Community Change, Inc.—Directory. Send checks to: Prisoner’s Reentry Working Group, c/o Community Change, Inc., 14 Beacon Street, Room 605, Boston, MA, 02108. Donations must be received before Directory is mailed or picked up. To order by phone to arrange to pick up a Directory, contact Carol Streiff by phone at 617-236-1808 or by email at
14 winter 2002 Field Notes Behind Bars... turing with their hands, using dou- tell you that sometimes the officers Continued from page 11 ble negatives. They tried to identify say, ‘You Mexicans.’ And we think things “inmate-y” or “cholo.” Abad that is racial, and we are not all At the next class, I recruited took some books home, back to the Mexican.” volunteers for this project from pod, to review the major events in Abad presented next on history among the more proficient English Latin American history. and culture. “When Christopher speakers. This would be an oppor- On Monday, the day of the Columbus—have you heard of tunity to be something other than training, we also had our regular him?—discovered the new world, inmates in the eyes of the officers, ESL class. The five presenters con- which is what we know now as the they could be professionals. I had ducted a dress rehearsal with their Bahamas in 1492, he met the five students agree to participate. classmates. Each student was Arawak people, and called them They were not the original students applauded, and the class was fo- Indians. There were many peoples who had developed the earlier cused and attentive. It was obvious in this new world, the Toltec, the training, so we were basically back to the beginning. These students met for four additional classes, “Don’t call us the Mexican mafia. which allowed them to do the back- ground research and review the That’s racist, and I’m not work of the earlier students. We revised the content and divided the even from Mexico.” responsibilities. Each student had a part of the presentation: Francisc o would address the demographics of that they had practiced over the Olmec, the Aztec in Mexico, and the the jail population, Abad would weekend. They were comfortable great Incan civilization in Peru.” briefly describe the history and cul- with their transparencies, and as He touched on the high points in ture of Latinos in America, I would the information was projected onto Latin American history, including talk about language issues, Jaime the whiteboard at the front of the the Treaty of Guadalupe Hidalgo, in would give a glimpse into the room, the presenters used the which Mexico lost half its national Spanish language, and Eutimio and board to elaborate on the bulleted territory to the United States. He John would both cover the concrete points of the slides. The other stu- went on to describe Latino culture, suggestions for the officers. dents were dismissed, and the new addressing machismo, family, and officers arrived at the classroom. religion, among other things. Rehearsal To our disappointment, there “And, you know, people who came I put the information on were only three. John made a face here recently from another country, PowerPoint transparencies in bullet and held up three fingers. I whis- their attitude toward authority is, form, so the presentation would be pered that a small group would well, that authority is corrupt. If as professional as possible. In our allow us to practice, and perfect the you are drunk and driving and the final meeting before the training, presentation. We put our game police stop you, well, you give them we rehearsed with the transparen- faces on. The students were beauti- money and they let you go. We call cies. The students made additions ful, they were funny, engaging, nat- that the bite.” He talked about and changes and worked on their ural teachers. variations in the Spanish language: transitions, and discourse connec- Francisco, aka Manuel, was “In Mexico, if you say ‘soy un tors practiced putting transparen- first. “63% of the Hispanics in this cabrón,’ you are saying you are ‘the cies on the overhead projector cor- facility are from Mexico. Next we man.’ In Cuba, that means like rectly and using pointers to indicate have the United States at 10%, someone is trippin’ with your wife.” place. The students rehearsed their which includes Puerto Rico and The officers laughed. introductions, and gave each other people who are citizens, and then feedback. They tried to minimize Colombia that has 5%, and those gestures and dialectical fea- Republic Dominican 5%, and other tures that marked them as inmates: countries 10%. So, you can see, not Continued on page 17 hitching up their jumpsuits, pos- everyone is Mexican. And I want to winter 2002 15 Field Notes State of the State—Behind Bars: ABE for the Incarcerated By Bob Bickerton and Jane Brown
he room is bright. Student ACLS believes that large num- This belief is supported by the art and projects cover the bers of inmates have had scant following recent surveys: Twalls. Sets of colorful books fill opportunity to build a useful and The MassINC report “From the bookshelves. The video screen law-abiding life: At least half of the Cell to Street: A Plan to Supervise is frozen on what appears to be an incarcerated population does not Inmates after Release” (January acrimonious picture—a woman have the basic skills that would 2002) states in its Executive pointing at one of a group of men make this possible. Summary: “Although many rehabil- seated at a table. A whiteboard itative efforts have proved disap- shows two statements. The students Facts About Prisoners and pointing in their lasting efforts, lit- are sitting around four tables, and Education eracy programs are the key excep- each group is engaged in intense Some of the ways in which edu- tion.” (p. 6) discussion facilitated by a group cational standards of those entering The Office of Correctional leader and documented by two stu- correctional facilities compare with Education/Correctional Education dent note-takers. educational standards of the gener- Association (OCE/CEA) carried out This class shares similarities al population are as follows: a Three State Recidivism Study with many ABE classes in Massa- The National Institute for (September 2001) in Maryland, chusetts. But look around carefully Literacy states that 70 percent of Minnesota, and Ohio. More than and you will notice a few unusual prisoners are not adequately 3,000 inmates released from pris- features. The students are uniform- equipped to perform tasks like ons in 1997 and 1998 are reported ly neat. Some wear orange cos- writing a letter, explaining an error in this longitudinal study. The tumes; some wear gray, and another on a credit card bill, or understand- release cohort was followed for a wears green. The teacher wears a ing a bus schedule. three-year period following release beeper. You may occasionally see a It also states that approximately from incarceration. This study blue uniformed officer pass by the half of all prisoners have not earned shows that a large percentage of ex- window. a high school diploma or a GED inmates will return to prison, but You are observing a class in one compared with 24 percent of the there is one way in which that figure of the 13 Massachusetts Depart- general population. can be reduced: education while ment of Education (MDOE) funded In October 2000, the Massa- inside. Of those who take part in ABE instructional programs for the chusetts Coalition for Adult education programs, 43.5 percent incarcerated. Adult and Community Education stated that among the will return to prison; of those who Learning Services (ACLS) of the Massachusetts 22,000 incarcerated do not receive education, 56.7 per- MDOE is committed to its belief in adults and youth, 68 percent de- cent will return. the value of correctional education- monstrated reading skills below an al programs. ACLS funds its ABE eighth grade level. Bob Bickerton is the director of Adult instructional programs for the and Community Learning Services at incarcerated an approximate Adult Basic Education the Massachusetts Department of $1,300,000 per year. By using both Decreases Recidivism Education. He can be reached at federal and state funding, Massa- Based on these statistics,
16 winter 2002 Field Notes Behind Bars... next session. After they left the these issues. Second, the learners Continued from page 15 students were pleased with how are learning how to navigate a sys- things went. John said: “You know, tem in their new country; in this Use Our Names, Please Miss Kristy, I thought with only case, the inmates were learning The presentation concluded three of them, it was a joke, but they how to effect change in the correc- with Eutimio and John suggesting listened to us and showed respect. tional environment. Third, learn- “do’s” and “don’ts.” “Don’t call us It was good.” ers are using language in purpose- the Mexican mafia. That’s racist, The audience was small, but the ful ways: to acquire and present and I’m not even from Mexico. Use effect on the students was great. It information, to educate, and to our names, please. Don’t disrespect was important enough that persuade. A project that engages our religion. We have religious fig- Francisco wanted to use his real learners in creating change in their ures, and also the Bible is very name, Jaime practiced over and everyday lives can also create power. important to us. Officers when they over in his pod, and Abad read I will always remember the image of shake us down, they just throw the additional history. Eutimio said to a Latino teacher in an orange jump- Bible on the bed or the floor. We’re me afterwards: “You didn’t think suit and flip-flops, in front of uni- in here, but we’re human beings, we could do so good, did you?” I formed students with black boots too.” Eutimio suggested the officers believed they could do it all along, and badges, saying, “Me llamo ask the inmates about their culture but maybe they weren’t so sure. For Francisco Martinez, y yo soy de or language. “These are some sug- a short time, they were in control Mexico.” gestions so maybe you can do your and they showed to the few officers, job more easy, and we can get along to me, and to themselves just what Kristin Sherman is an instructor in better.” they could do. adult ESL at Central Piedmont This kind of project is effective Community College in Charlotte, NC. Officers’ Reactions, for language learners on a variety of She has taught ESL at the Mecklenburg Students’ Reactions levels. First, they are identifying County Jail for five years. She can be The officers said that the train- issues of importance in their lives reached at
Prison Voices Program: Voices from Inside
Prison Voices is a community outreach program that began as an outgrowth of the Bay State Correctional Center (BSCC) community services program at Norfolk, Massachusetts. The program allows for carefully screened prisoners to meet with small groups of students or members of the com- munity such as high school students, college students, or other interested members of the community. The prisoners speak candidly about their lives, the events that led them to prisons, and what the prison experience has been like for them. This program provides community members with insight into the prison system and other criminal justice issues by providing an alternative information resource. It allows prisoners an opportunity to provide a service to the community while completing the remainder of their sentence. Topics include prison life, peer pressure, substance abuse, educa- tion, and other issues.
For more information about the Prison Voices program write to Derek Estler or Jaileen Correira at Bay State Correctional Center, PO Box 73, Norfolk, MA 02056, or call them at 508-668-1687, ext 211.
winter 2002 17 Field Notes NELRC Notes: Education for Community Participation By Andy Nash ne of the primary purposes, issues. Prompted by the upcoming classroom projects have involved historically, of adult educa- presidential elections, NELRC dis- community service, including O tion has been to prepare peo- seminated educational materials fundraising for fire victims, volun- ple for participation in a democra- that helped adults make more teering at a soup kitchen, hosting a cy. Whether through civics lessons informed decisions when voting, blood drive for the Latino commu- for immigrants seeking citizen- understand the structure of gov- nity, and creating resource materi- ship, or reading and writing for ernment, and address the roles and als for peers. Students have also emancipated slaves who faced lit- responsibilities of citizens. written advocacy letters, spoken eracy requirements erected to keep In subsequent years, we at before the city council, and organ- them from voting, education has NELRC have built on this success- ized their neighbors to demand provided access to civic involve- ful work by exploring opportunities improved services. ment and decision-making. With for participation in the civic life of In 1999, NELRC published the today’s increasing focus on our communities between elec- Civic Participation and Community employment-driven services, how- tions. Action Sourcebook (available at ever, attention to education for Our work is rooted in the belief
stand and participate in civic activities. Andy Nash provides professional development and coordinates civics We welcome your ideas in this regard. projects through the NELRC. She can be reached at
18 winter 2002 Field Notes Department of Corrections in Massachusetts—An Overview By Larry Pollard he Massachusetts community with the least amount of fication or license. Academic class- Department of Correction difficulty and become a productive es include ABE, PRE ASE, ASE, T(MDOC) is a state agency that member of their community. It is ESOL, and life skills. The DOC is is part of the Executive Office of also a goal of the education pro- also an approved GED Test Center Public Safety. There are 17 correc- grams to decrease the recidivism and in March of 2002 the ten thou- tional facilities administered by rate in Massachusetts. Various sandth (10,000) GED recipient was MDOC. On July 1, 2001 there were studies conducted by the Correc- recognized at a ceremony held at 10,095 criminally sentenced men tional Education Association have MCI Framingham. The DOC test and women in the custody of the shown that inmates who attend center averages 700 examinees each MDOC. Within the correctional calendar year. The exam is admin- facilities there are many worthwhile istered at each correctional facility programs designed to assist offend- throughout the school year at no ers to make a smooth reentry into cost to the inmates. the community upon their release. Unfortunately due to the seri- Substance Abuse Counseling, HIV ous budget crisis experienced by Prevention, Chaplaincy Services, the Commonwealth during this past Community Volunteers, Parenting fiscal year, some education staff Education, and Youth Outreach are members were laid off. In spite of just some of the many programs the layoffs, educational services that are offered at the state correc- continue to be provided at all the tional facilities. Among the most major correctional facilities. important of these are the academic Everyone at the Department of and vocational programs. Through Correction’s Education Division is the efforts of adult educators in the hopeful that many of these staff correctional facilities, many ex- members will be returned to their offenders have been able to instructional positions once the improve the quality of their lives by state’s economic situation becoming more active and con- improves. tributing members of their com- education programs while incarcer- munities, churches, families, and ated have a lower recidivism rate If you would like more infor- places of employment. than inmates who chose not to. mation about the Massachusetts The Education Division within There are many vocational and Department of Correction, you may the DOC is responsible for admin- education programs available to the visit their web site at
winter 2002 19 Field Notes The Right Thing By Maurice Penn s an educator who has pen to be incarcerated. Instead of negative energy will captivate taught, tutored, and men- taxing inmates, we need to give inmates and teach them to become Atored convicted felons on passing inmates the opportunity to think better criminals! Because of this, I their GED, I have thought a great and use their brains in classes think education in prisons should deal about education within pris- while they are locked up. Taking be mandatory, even for lifers. ons. I have dealt with the emo- away cigarettes, TV, and weight Not counting the few who are tions of those who have failed the rooms, and taxing inmates for framed, most inmates find them- GED test—some by the narrowest services are not efforts that pro- selves convicted of an act that they margin, others, not even close. To mote rehabilitation or reform for actually did, so they will accept this me, the real issue is not about edu- prisoners. time of penance; in their hearts cation in prisons but what we expect as a society from our cor- rectional facilities and the human Taking away cigarettes, TV, and beings that are incarcerated within them. No matter what accusation weight rooms, and taxing inmates for or conviction, no matter if the inmate was falsely accused or actu- services are not efforts that promote ally committed a crime, he or she is still a human being. Human rehabilitation or reform for prisoners. beings have human emotions. So even in the dankest of prisons, you will have people in search of their With mandatory sentences, they have already convicted them- humanity, their dignity, and even cuts in education programs, and selves. Educational programs help hopes for a better day. stricter enforcement, we are faced prisoners to better think their way with the issue of the purpose of through life rather than react their Taxing Inmates prison: for rehabilitation and way through; when they think their There have been recent efforts reform or for punishment. way through they are in control, not in Massachusetts to tax inmates for Can a person learn while incar- the Chief Officer, not the warden, their services while locked up. But cerated? Damn right they can and and not even the fellow inmates. inmates have no money. All inmate do. The big question is: What are money comes from the outside. It they learning and who is doing the Maurice Penn is a career counselor/ comes from us—those who are not teaching? If people are not taught job developer for an alternative high locked up—so actually it’s a back the right thing to do and know, school program at City Roots, Boston. door tax on people who care about then the opposite will happen— He can be reached at 617-635-4920. our fellow human beings who hap- people with negative thoughts and
The Massachusetts Adult Literacy Hotline The Hotline is a statewide information and referral service. It serves adults who seek a basic education program, volunteers who want to tutor, and agencies seeking referrals for their clients. 800-447-8844
20 winter 2002 Field Notes Resources on Prisons
Web Sites Profits of Punishment Directed by Catherine Scott National Institute for Literacy Special Collections: Produced by Pat Fiske & Paradigm Pictures, 2001 Correctional Education This film looks at prisons as a “new, powerful, reces-
Fi l m s— Do c u m e n t a r i e s Societies Under the Influence A Film by German Gutierrez The following films are available for sale or rental, from A National Film Board of Canada Production, 1998 First Run/Icarus Films This film posits the argument that the “morally and 32 Court Street, 21st floor politically correct” drug war we read about in our news- Brooklyn, NY papers everyday is a corrupt and pernicious front that 718-488-8900 protects our judicial system, big business, organized crime, and American foreign agendas.
Wearing the Green: Longtermers of the New York State Prison System A Video by Arthur MacCaig, 1994 Former Black Panther Eddie Ellis’s odyssey through New York State’s prison system.
Continued on page 22 winter 2002 21 Field Notes Resources on Prisons Lessons in Life Continued from page 21 The Arts in the Prison Education Curriculum
“Prison Literacy Programs” Sandra Kerka ERIC Digest No. 159, 1995
Jo u r n a l s / M a g a z i n e s
Journal of Prisoners on Prison Special Issue on Prison Education
Cu r r i c u l a “I have visited some of the best and the worst Shakespeare in Jail prisons and have never seen signs of coddling, Martina Jackson but I have seen the terrible results of the bore-
-former U.S. Supreme Court Justice Warren Burger
22 winter 2002 Field Notes Mark Your Calendar Open Issue March 25–29, 2003 of Field Notes Teachers of English to Speakers of Other Languages (TESOL), 37th Annual Convention: Hearing Every Voice Location: Baltimore, MD The summer issue of Field Contact: TESOL, 703-836-0774 Web:
Submission deadline is April 1. winter 2002 23 Field Notes
Upcoming Issues www.sabes.org/assessment Upcomingof Field Notes Issues of Field Notes Spring 2003–ABE Licensure SABES has developed a new Web site to Spring,Submissions 2003 full–ABE Licensure help ABE programs deal with the CallSummer by Month. 2003 –DayOpen Issue extensive new student assessment SubmitCall by by March Month. 15 Day Submit by April 1 requirements. The site—a virtual user’s Summer, 2003–Issue Title CallQuestions? by Month. Email DayLenore Balliro, editor, at
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System for Adult Basic Education Support