Classics and Prison Education in the US examines how different incarcerated adults - male, female, or gender non-conforming; young or old; serving long sentences or about to be released - are reading and discussing Classical texts, and what this may entail. Moreover, it provides a sophisticated examination of the best pedagogical practices for teaching in a prison setting and for preparing returning citizens, as well as a considered discussion of the possible dangers of engaging in such teaching - whether because of the potential complicity with the carceral state, or because of the historical position of Classics in elitist education.
This edited volume will be a resource for those interested in Classics pedagogy, as well as the role that Classics can play in different areas of society and education, and the impact it can have.
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'I cannot celebrate and be thankful enough for this very well executed book. This book will be eye opening and informative to those who teach "the" classics across a variety of institutions, contexts, and levels. It will also be informative to those who have or want to teach in prisons or programs for "returning citizens" or "citizens in transition." The book is full of pedagogical reflections, resources, and evaluations that without question will be extremely useful even to those not teaching in prisons. Further, the pedagogical import of this book reaches beyond the specific context, namely "prison education," because it is also a profound meditation on humanistic pedagogy as such, i.e. what is it that we aim to do as teachers of the "humanities."' - Eduardo Mendieta, Bryn Mawr Classical Review