The result produced by an institution, training, or
The definition of education is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. The act or process of imparting or acquiring particular knowledge or skills, as for a profession. A degree, level, or kind of schooling:a university education. The definition of imprisonment is the result produced by an institution, training, or study a building for the confinement of persons held while awaiting trial, persons sentenced after conviction, etc. any place of confinement or involuntary restraint. Everyday children across America can fit into one of these two definitions. One where they’re able to develop key reasoning and skills to help become a working member in their community. As well as getting to gain knowledge and a degree to sustain substance to contribute in bettering their lives. Another bordered by the words confinement, and involuntary restraint. This happens everyday to underprivileged and developing teenagers who are incarcerated, then released in their older age who are then left socially inept, and drastically behind their respective graduating peers. It seems that those who could benefit most from developing the powers of reasoning and judgement are the ones who are denied it. This is the reality of the Criminal Justice system further perpetuated by the School to Prison Pipeline happening right now in schools across the nation. We’re handing minorities jail sentences for minor school infractions and harsher punishments than their white peers. We’re asking kids with little to no opportunity raised in a system that is not tailored for them to succeed too do just that. We’re asking kids who are handed suspension slips, expulsions, and referrals to change their behavior without providing them any tools to change. We’re locking up kids and letting them out with permanent records instead of degrees. It’s time to trade in the guards to graduation gowns. This is a call to reform our prisons and it starts with education. Private prisons thrive on institutional racism the majority of their profits relying on the political, and social norms we have today. They have an increasing net effect by making sure the oppressive conditions continue. This is all by denying the same equality to a different group of people that another group has. This system is so rooted in this broken structure that it’ll force these jails profits into the ground if it ceases to exist. In America today we have cops entering low income neighborhoods to reach their quotas of arrests. “In March, the U.S. Department of Justice found that Ferguson police systematically discriminated against black residents, disproportionately charging them with minor offenses such as “manner of walking.”” In a society where walking differently can cost you a criminal record, it’s time for change. We need to provide a solution for these minor infractions that’s costs individuals job security, food, and their families. This is why a re-entry system in our jails is widely needed, it takes thousands of dollars to lock a prisoner up. To be exact in New York State it cost $60,000 just to lock on inmate up. What if instead we put this money into embracing them back into society to become better individuals? It’s time we take a look at the relationship between incarceration rates and the decrease in school funding all across the United States. The system is more broken than ever more schools closed and more prisons opened. Department of education report says quotation over the past three decades and local government expenditures on prisons and jails have increased about three times as fast as spending an elementary and secondary education. We’ve got to take a better look at to where our money is going to because this shows where our values lie. The main priority of the United States is locking people up while simultaneously caring less about schools and education. People are shoveled into prisons where they are treated like a number not referred to by name called inmate, prisoner and then their let out. Why not instead treat prisons as a place of reform, why not instead we make prisons and their environment a positive atmosphere. We want prisoners to be contributing members of society and not fall back into last mistakes. How are they supposed to do this when in the United States you can’t even get a license to be a barber if you have a record? America needs to come to understand the transformative power of education inside of the incarceration system. Prisoners who have the option and accessibility to some of these education programs that already installed some of the jails in the United States, are put on the waitlist be for the evening to start taking the classes. In jails where this theory has been tested out no wait list, only graduates the results have been outstanding. “If you take 100 inmates who don’t get education in prison, about 43 will be back within three years of their release. If you take the same 100 inmates and give them a college education while they’re incarcerated, three years later only 27 will be back.” They need to become policy priority in order to create real change. We want more diplomas and less arrest. This is where no more prevention and less punishment comes into lay. We envoys this idea into our children at young age and it starts with pre existing schools. The policies and practices we have in schools throughout America primarily favor white students while forcing minorities, specifically African Americans directly and indirectly out of the classroom and into prison cells. This is seen through harsh disciplines that are founded on suspension and expulsion, increase of security and policing, prison like environments and over relying on referrals to the courts and local law enforcement. We the expect these same students to keep up with the fast pace test-driven environment which is unfair. An example of this can be seen through Alice Goffman and her experience with two young boys “Bit by bit, I got to know two brothers, Chuck and Tim. Chuck was 18 when we met, a senior in high school. He was playing on the basketball team and making C’s and B’s. His younger brother, Tim, was 10. And Tim loved Chuck; he followed him around a lot, looked to Chuck to be a mentor. They lived with their mom and grandfather in a two-story row home with a front lawn and a back porch. Their mom was struggling with addiction all while the boys were growing up. She never really was able to hold down a job for very long. It was their grandfather’s pension that supported the family, not really enough to pay for food and clothes and school supplies for growing boys. The family was really struggling. So when we met, Chuck was a senior in high school. He had just turned 18. That winter, a kid in the schoolyard called Chuck’s mom a crack whore. Chuck pushed the kid’s face into the snow and the school cops charged him with aggravated assault. The other kid was fine the next day, I think it was his pride that was injured more than anything.But anyway, since Chuck was 18, this agg. assault case sent him to adult county jail on State Road in northeast Philadelphia, where he sat, unable to pay the bail — he couldn’t afford it — while the trial dates dragged on and on and on through almost his entire senior year. Finally, near the end of this season, the judge on this assault case threw out most of the charges and Chuck came home with only a few hundred dollars’ worth of court fees hanging over his head. Tim was pretty happy that day. The next fall, Chuck tried to re-enroll as a senior, but the school secretary told him that he was then 19 and too old to be readmitted. Then the judge on his assault case issued him a warrant for his arrest because he couldn’t pay the 225 dollars in court fees that came due a few weeks after the case ended. Then he was a high school dropout living on the run.” Some argue that this experience is necessary in order for him to redeem for his mistakes and learn from them. Schools like Carver Collegiate academy’s whole school is based upon strict rules to keep kids in order. “There were rules governing how Summer moved. Teachers issued demerits when students leaned against a wall, or placed their heads on their desks. (The penalty for falling asleep was 10 demerits, which triggered a detention; skipping detention could warrant a suspension.) Teachers praised students for shaking hands firmly, sitting up straight, and “tracking” the designated speaker with their eyes. The 51-page handbook encouraged students to twist in their chairs or whip their necks around to follow whichever classmate or teacher held the floor. Closed eyes carried a penalty of two demerits. The rules did not ease up between classes: students had to walk single file between the wall and a line marked with orange tape.” nearly two-thirds of students in grades three through eight currently meet state proficiency standards. Graduation-rate data, several researchers agree, still aren’t solid enough to cite. The education system hurts young adults but ironically enough a change starting at the beginning and end can help heal racism against minorities, coming full circle. A wide-spread of Zero-Tolerance policies of no sense which many schools have in place predetermine offenses. Zero-Tolerance policies prevent a specific person of authority for changing the rules due to the person or circumstances. Which sounds good in theory but not when it’s benefits the lack of investigation into the situation the student is being accused of. “Dontadrian Bruce, a student at Olive Branch High School, didn’t know what to expect when he was summoned to the assistant principal’s office on a Monday morning last February. He was surprised when Assistant Principal Todd Nichols pointed to a photo of the 15-year-old posing with his classmates in front of their biology project — a model of the DNA molecule built with Lego blocks — and said, “This is a gang sign. You’re a gang banger.” In the photo, Dontadrian, intending to represent his number on the school’s football team, was holding up his thumb, forefinger and middle finger. That innocent body language, according to Nichols, was sure-fire evidence of affiliation with the Vice Lords, a Chicago-based gang that has a strong presence in Memphis, Tenn., 20 miles northwest of Olive Branch. “I said, ‘I’m not in a gang,’ but he said, ‘Yes, you are. You’re a gang banger,'” Dontadrian recalls. Over his vigorous protestations, Dontadrian was suspended for gang activity. His mother, Janet Hightower, was shocked when she got a call telling her to pick up her son. “He’d never been in trouble at school,” she says. “He’s a good, respectful young man.”According to the school administration, the action was taken because Olive Branch High School is guided by a “zero-tolerance” policy regarding gang activity. But Hightower and her son take a different view.” Zero-tolerance policies were actually first practiced by police due to public fear of an increase of violence. Following the columbine massacre the zero tolerance climate surged to a new high. The government even went as far as to neglect schools that wouldn’t take on this policy, refusing them federal funding. Instead we need Restorative practices and processes that help to build relationships with educators and their students. This allows members of the community, parents, teachers to all come to adopt specific foundational values the school hopes to uphold. This helps the student to acknowledge the behavior, why it was dangerous towards others, and how to change it. Staff receives professional training and development to increase cultural competence.This includes an understanding of a person’ own implicit bias as well as build supportive school environments. No more inflicting punishment on students already struggling, it’s time we teach at schools.