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Dear community,
Deportation can be a traumatic process very similar to reentry after prison. Both incarcerated people and detained people have been taken from their communities, deprived of their liberty and returned to places that may no longer be familiar to them. Deportation guidance is reentry support.
With generous funding from the ECMC Foundation, the Colorado Coalition for Higher Education in Prison (C-CHEP) has produced a research study of HEP coalitions. The report draws upon interviews with 33 leaders from statewide alliances, national advocacy groups, and leading HEP practitioners.
A New Path: Deportation to Guatemala is a new guide from the Education Justice Project that provides clear, practical information for individuals facing deportation to Honduras.
The guide covers:
Earning a postsecondary credential is a critical pathway to economic success. However, for more than 70 million people with a history of arrest, conviction, or incarceration, involvement in the criminal legal system results in a series of collateral consequences that limit their upward economic mobility. Limited access to education is one of these consequences.
A New Path: Deportation to Honduras is a new guide from the Education Justice Project that provides clear, practical information for individuals facing deportation to Honduras.
The guide covers:
Teaching and learning centers—encompassing writing centers, academic support services, tutoring programs, and faculty development hubs—are home to experienced staff committed to inclusive pedagogy, student success, and continuous faculty learning.
Please see the just-released special issue of Liminalities dedicated to Performance Praxis in Carceral Spaces. Edited by Kamran Afary, Greg Langner, and Allen Burnett, the issue centers performance as survival, disruption, and collective imagining across carceral contexts.
Developed by the Freedom Education Project Puget Sound (FEPPS), this guide is separated into three sections: Getting to Know the Environment, Pedagogy in Practice, and Curriculum Details & Logistics.
This manual will help prepare you to teach courses in Ohio’s correctional facilities as part of the Ohio Prison Education Exchange Project (OPEEP). Teaching in prison classrooms is unique and requires specialized training and many new considerations. This manual is meant to offer a guide as you plan your OPEEP courses and navigate the bureaucratic steps on campus and at the prison location where your class will convene.
With the reinstatement of Pell and TAP funding, and in collaboration with the New York State Department of Corrections and Community Supervision (DOCCS) and other identifiable stakeholders, the State University of New York (SUNY) seeks to increase and expand incarcerated individuals access to quality post-secondary education, both during and after incarceration.
Literacy Sponsorship in Carceral Contexts
The California Rehabilitation Center (CRC) Writing Center Handbook
Edited by Kimberly Drake, Molly Yeselson, Damian Busby, and James Avila
The U.S. Department of Education has released a new factsheet that provides general information and instructions on how students who are incarcerated and student loan borrowers can contact the Office of Correctional Education and the Student Loan Ombudsman Office by postal mail.
Mend, a publication from Project Mend of Syracuse University, celebrates the lives and creative work of incarcerated and formerly incarcerated people as well as individuals who have been impacted by the criminal justice system. This annual publication showcases writing of all types, including fiction, poetry, and nonfiction.
This Best Interest Determination (BID) Toolkit was created by the Vera Institute of Justice, in partnership with a BID Council and the members of the 2024 Corrections Education Leadership Academy (CELA), to be a resource for corrections agencies to prepare their BID system with all processes, procedures, and stakeholders in place, as necessary, to assess postsecondary institutions offering a PEP, according to federal regulations.
A growing body of research documents the barriers faced by incarcerated students—such as limited access to technology and conflicts with correctional staff—but far less attention has been paid to the role of the built environment in shaping educational experiences. This project, led by Ennead Lab and Ithaka S+R, examines how spatial, architecture, and design features impact learning inside prisons.
Launched in 2019 with support from the Tennessee Higher Education Initiative (THEI), the Tennessee Prison College Coalition (TPCC) seeks to increase collaboration between Tennessee state agencies, higher education institutions, and nonprofit partners building postsecondary education pathways for students who are justice-impacted, both in prison and the free world.
With generous support from Ascendium Education Group and over ten years of experience facilitating college programming in Tennessee’s prisons, THEI has created Navigating Forward, a collection of clear, digestible, and comprehensive college navigation materials explicitly designed for learners in the carceral context, with special consideration for the unique challenges and needs of Prison Education Program (PEP) students.
The Beginner’s Guide to Addiction Peer Recovery for Justice-Involved Individuals is a comprehensive resource designed to empower those impacted by addiction and the justice system. This guide offers insight into addiction peer recovery support, with a focus on supporting justice-impacted individuals through accessible, community-centered approaches.
The Evergreen State College developed a writing lab course that provides weekly writing opportunities for students to experiment, observe, or practice. This 4-credit course is a “laboratory” offered in coordination with the BA Colloquium; it features direct instruction along with hands-on practice in a variety of tried-and-true techniques focused on “the 5 Rs”: Reading, Writing, Arithmetic, Resilience, and Rhythm (a.k.a. time management).
With Pell Grant access fully restored as of July 2023, the Formerly Incarcerated College Graduates Network (FICGN) has identified a gap in the existing resources and support available for instructors teaching in a prison setting for the first time.
