The Prison Graduates was the winning play in the English as a 2nd Language category of theBBC World Service/British Council International Radio Playwriting Competition2009. The play is a political satire set in Ghana, and talks about serious issues on a light note. It highlights situations in Ghana and Africa as a whole; these include young and energetic people paying huge sums of money to go abroad to seek greener pastures, and the hospitals where ‘cash and carry’ method is practiced. The situation where churches are corrupt and the congregation is naïve... Efo makes us laugh at our folly, whilst realising that we are all part of the challenges our countries face, and can contribute to the solutions.

An authoritative and thought-provoking argument for offering free college in prisons—from the former dean of the Harvard Graduate School of Education. Anthony Cardenales was a stickup artist in the Bronx before spending seventeen years in prison. Today he is a senior manager at a recycling plant in Westchester, New York. He attributes his ability to turn his life around to the college degree he earned in prison. Many college-in-prison graduates achieve similar success and the positive ripple effects for their families and communities, and for the country as a whole, are dramatic. College-in-prison programs have been shown to greatly reduce recidivism. They increase post-prison employment, allowing the formerly incarcerated to better support their families and to reintegrate successfully into their communities. College programs also decrease violence within prisons, improving conditions for both correction officers and the incarcerated. Liberating Minds eloquently makes the case for these benefits and also illustrates them through the stories of formerly incarcerated college students. As the country confronts its legacy of over-incarceration, college-in-prison provides a corrective on the path back to a more democratic and humane society. “Lagemann includes intensive research, but her most powerful supporting evidence comes from the anecdotes of former prisoners who have become published poets, social workers, and nonprofit leaders.”—Publishers Weekly

Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different. College in Prison chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities. Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States.

Why are our educational institutions and practices such a poor fit for so many students? A Prison Called School addresses the complex issues that place many students at a disadvantage as they try to survive yet another hurdle in life—school. Although some students are able to navigate and succeed in the current system, other students struggle to survive a system that is unable to meet their needs. For those students, school can feel like a twelve-year prison sentence. Students who cannot fit the outdated, one-size-fits-all model, are further penalized by a system that blames the struggling student rather than holding the institution accountable. For students to thrive in school, the system, not the students, must change in deep and substantial ways. A Prison Called School is a powerful catalyst for creating the empowering, engaging, and effective learning environments that all students need to succeed in school and life.

For the first time in four decades, prison populations are declining and politicians have reached the consensus that mass imprisonment is no longer sustainable. At this unique moment in the history of corrections, the opportunity has emerged to discuss in meaningful ways how best to shape efforts to control crime and to intervene effectively with offenders. This breakthrough book brings together established correctional scholars to imagine what this prison future might entail. Each scholar uses his or her expertise to craft—in an accessible way for students to read—a blueprint for how to create a new penology along a particular theme. For example, one contributor writes about how to use existing research expertise to create a prison that is therapeutic and another provides insight on how to create a "feminist" prison. In the final chapter the editors pull together the "lessons learned" in a cohesive, comprehensive essay.

This up-to-date collection begins with an account and analysis of the role of psychologists in prisons in relation to research. Looks at the results of evidence based psychological approaches to working with prisoners First half of the book has its primary focus on psychological evaluation research Includes chapters on psychological research on suicide, bullying, life sentenced prisoners and staff sickness

Corrections officials faced with rising populations and shrinking budgets have increasingly welcomed "faith-based" providers offering services at no cost to help meet the needs of inmates. Drawing from three years of on-site research, this book utilizes survey analysis along with life-history interviews of inmates and staff to explore the history, purpose, and functioning of the Inmate Minister program at Louisiana State Penitentiary (aka "Angola"), America’s largest maximum-security prison. This book takes seriously attributions from inmates that faith is helpful for "surviving prison" and explores the implications of religious programming for an American corrections system in crisis, featuring high recidivism, dehumanizing violence, and often draconian punishments. A first-of-its-kind prototype in a quickly expanding policy arena, Angola’s unique Inmate Minister program deploys trained graduates of the New Orleans Baptist Theological Seminary in bi-vocational pastoral service roles throughout the prison. Inmates lead their own congregations and serve in lay-ministry capacities in hospice, cell block visitation, delivery of familial death notifications to fellow inmates, "sidewalk counseling" and tier ministry, officiating inmate funerals, and delivering "care packages" to indigent prisoners. Life-history interviews uncover deep-level change in self-identity corresponding with a growing body of research on identity change and religiously motivated desistance. The concluding chapter addresses concerns regarding the First Amendment, the dysfunctional state of U.S. corrections, and directions for future research.