Imprisoned Selves calls for a new kind of vitality through re-education and alternative viewpoints of teacher education and research. It uses prison sites and various rehabilitative, schooling contexts as a place of inquiry into teacher and learned development. Methods of investigation used combine narrative with ethnography, and the result is an insider's personal account of an unfamiliar world. This inside-out approach to research uses prisons as an educational context and academe as a kind of correctional institution (with paradigms of correctionalism in operation). The author views teachers and teacher educators as inmates of correctional-educational systems who must strive to become writer-outlaws in order to transform paradigms of control. Through their own actions, inmates, whether in prisons or academe, can learn that storytelling is a source of human caring that connects unlikely worlds and persons. Many empowering opportunities are described that can arise among co-inquirers, even within the most restrictive circumstances.

It is possible to break free from our self-made prison. The power we possess is already within us just waiting to be unleashed. An imprisoned mind is the limited existence of our lives. It really doesn't matter if you are physically behind bars or not, everyone is a prisoner to something. A limited mindset tells us we cannot break free from our negative situations. We are hostages to the departure from rational thought, a condition created by a series of failures and abuses from others. A total lack of understanding of how our thinking is shaped from childhood until we are adults can cause us many problems throughout our lives. This book contains life lessons from one who was incarcerated for many years, not only physically, but mentally as well. With an easy to follow guide outside of complicated jargon and terms, JD Rutherford brings this deep knowledge of inner understanding and puts it into a language all can understand.

Imprisoned Selves calls for a new kind of vitality through re-education and alternative viewpoints of teacher education and research. It uses prison sites and various rehabilitative, schooling contexts as a place of inquiry into teacher and learned development. Methods of investigation used combine narrative with ethnography, and the result is an insider's personal account of an unfamiliar world. This inside-out approach to research uses prisons as an educational context and academe as a kind of correctional institution (with paradigms of correctionalism in operation). The author views teachers and teacher educators as inmates of correctional-educational systems who must strive to become writer-outlaws in order to transform paradigms of control. Through their own actions, inmates, whether in prisons or academe, can learn that storytelling is a source of human caring that connects unlikely worlds and persons. Many empowering opportunities are described that can arise among co-inquirers, even within the most restrictive circumstances.

A beautiful commemorative edition of Dr. Martin Luther King's essay "Letter from Birmingham Jail," part of Dr. King's archives published exclusively by HarperCollins. With an afterword by Reginald Dwayne Betts On April 16, 1923, Dr. Martin Luther King Jr., responded to an open letter written and published by eight white clergyman admonishing the civil rights demonstrations happening in Birmingham, Alabama. Dr. King drafted his seminal response on scraps of paper smuggled into jail. King criticizes his detractors for caring more about order than justice, defends nonviolent protests, and argues for the moral responsibility to obey just laws while disobeying unjust ones. "Letter from Birmingham Jail" proclaims a message - confronting any injustice is an acceptable and righteous reason for civil disobedience. This beautifully designed edition presents Dr. King's speech in its entirety, paying tribute to this extraordinary leader and his immeasurable contribution, and inspiring a new generation of activists dedicated to carrying on the fight for justice and equality.

Why do we need enemies when we voluntarily participate in self-destruction? Trey is an inmate trying to live his life inside and outside the limitations of the prison walls. He has not fully accepted the confines of his current realm inside the institution. His dream and desire for a free life hinders him from learning and growing into the man that he can become if only he will sit down and listen to what God is trying to teach and show him. Trey will eventually begin to see that his circumstances are a result of his own choices.

Dr. Eastman offers himself as a case study, returning to the sudden loss of his mother at just twenty-two months, and his upbringing as the last of six children parented by a hardworking but rigid and emotionally vacant father. In the context of depression-era poverty and emotional deprivation, he developed what is called a schizoid personality disorder. He sought safety and refuge in a self-made prison of both grandiose and painfully lonely imaginings. Obsessively intellectual, he developed his mental processes to avoid feeling and any true intimacy. The preoccupation with abstract technical and philosophical issues shut him away from people. He became addicted to risk and to sex; professional rules that interfered did not apply to him. He repeatedly reconfigured his life — careers and relationships — to protect his schizoid “cylinder” of isolation. Others suffered; so did Eastman. Yet buried deep within lay an unquenchable thirst for connection and a heroic determination to understand and to heal. Eastman’s relentlessly honest story unfolds with commentary at the end of each chapter to clarify the clinical picture of the schizoid personality, which is still not well understood. Unlike schizophrenia, in which the split exists between the real world and a distorted inner world, the schizoid protects a private inner self that is experienced as rich and special. The stilted outer self is often mistaken for disinterest, detachment, or even hostility. Unlike the psychopath who presents a convincingly normal outer persona, the schizoid may appear socially awkward, tightly controlled, eccentric, and often intellectually superior. The schizoid’s pathological focus on self is a recognizable human quality — writ very large, indeed. George Eastman’s memoir and his meticulous analysis of the disorder is a gift, and proof that that although we may be our own jailers and prisoners, we have the power to set both free.