Category: Youth incarceration

Oct 25 2014

Damo, We Speak Your Name: Resisting Police Violence in Chicago

Dominique (Damo) Franklin, we speak your name. Your (imperfect) life mattered. Look at what you’ve inspired…

In May, I wrote about the death of a young man known to his friends as Damo at the hands of the Chicago Police Department (CPD). Months later, answers about his killing are still elusive. To conclude my post about Damo’s death, I wrote:

“He was managed throughout his life through the lens of repression, crime, and punishment. And now he is dead and those of us left behind must find a way to heal while building more justice. We’ll continue to fight in Damo’s memory because we won’t allow his death to have been in vain…”

We are keeping our promise. On Wednesday, hundreds of people participated in manifestations of Damo’s legacy.

Damo, in a couple of weeks, your friends and peers are on their way to the United Nations in Geneva to tell your story that of countless others who have perished and been tortured at the hands of the CPD.

Your death has inspired this song though we would rather have you alive and here with us. The telling of police torture is a mourning song. But the protest on Wednesday evening reminds me that it is also a freedom song.

Damo, we speak your name. Your (imperfect) life matters.

At Wednesday’s protest, your friends and peers invoked your name; placing it alongside Roshad, Deshawn, Rekia and Mike’s.

“Protect and serve that’s a lie, you don’t care when black kids die.”

I am really tired and I am incredibly inspired. I am still struggling to find the words to express my feelings. So I am going to rely on photos taken by friends and comrades to end this post. I am privileged and humbled to organize with a wonderful group of people. I wish Damo was here to join us.

Damo, we speak your name. Your (imperfect) life still matters… In your memory, we will continue working to shut down oppression.

Read more »

Oct 12 2014

The U.S. Tortures Children…

wrapsystem

“The Yell County Juvenile Detention Center uses this restraint mechanism called the “wrap system”. Some juvenile detainees call it “torture”. Now, the Arkansas Department of Human Services has sent a cease and desist letter to Yell County officials asking them to stop using the device.”(Source: Fox 16 News)

Oct 09 2014

#NoSchoolPushout: LGBTQ Students (Infographic)

BeyondBullyingv2

Read more information here.

Yesterday, GSA Network and Crossroads Collaborative released a set of reports finding that lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) youth, gender nonconforming youth, and youth of color not only face bullying and harassment from peers, but also harsh and disparate discipline from school staff, relatively higher levels of policing and surveillance, and blame for their own victimization.

To accompany the reports, Advancement Project, a national civil rights organization, and GSA Network also released a set of policy recommendations based on the research for school staff, policy makers, and young people advocating for change.

Download the reports:

Join them for a tweetchat on #LGBTpushout on Thursday 10/9 at 3pm PST/6pm to discuss these findings as part of the National Week of Action against School Pushout!

Oct 06 2014

#NoSchoolPushout: The Girl to Prison Pipeline

Much of the discussion about the school to prison pipeline focuses on the plight of young men of color (particularly black boys).  This is understandable given the dire statistics that illustrate how susceptible they are to being pushed out of school into future incarceration.  The most often cited statistic is that 1 out of 3 black boys born in 2001 is likely to spend part of his life in prison.

However young women are also impacted by the school to prison pipeline.  Their trajectory is different.  Incarcerated girls are often victims of sexual and physical abuse in their early lives, and this is often neither recognized nor identified by school officials or other adults.

Sociologist Beth Richie has made the case that a key to understanding and responding to women as offenders is understanding their status as crime victims[1]. Laurie Schaffner (2007) extends this argument by suggesting that “young women adjudicated delinquent in juvenile court report suffering inordinate amounts of emotional, physical, and sexual trauma in early childhood and adolescence.”[2] She contends that “a disproportionate number of girls come into the juvenile justice system with family histories of physical and sexual violence and emotional neglect” (p.1229).

Many of the problems that young women face that relate to school failure and potential future incarceration stem from physical and sexual abuse.  This has led some to characterize the experience of interpersonal violence as a “Girl Prison Pipeline.”  In order to interrupt the girl prison pipeline then, particular attention must be paid to the physical and sexual abuse histories of young women.

Over the last few years, black girls in particular have been increasingly subjected to harsh disciplinary policies that push them out of school. A new report, Unlocking Opportunity for African American Girls: A Call to Action for Educational Equity, released a couple of weeks ago suggests that:

“In the 2011-12 school year, 12 percent of all African American female pre-K-12 students were suspended from school, six times the rate of white girls and more than any other group of girls and several groups of boys – despite research showing that African American children do not misbehave more frequently than their peers.”

Girls of color and particularly black girls are increasingly pushed out of school and criminalized. But this story is not a new one. You can read about a young woman named Dorothy Young’s story here, for example. Also watch this video about Kiera Wilmot’s more recent incident:

Further Reading and Resources

Disciplining Violence by Connie Wun

Girls in the System by Rachel Marie-Crane Williams

Unlocking Opportunity for African American Girls: A Call to Action for Educational Equity by the National Women’s Law Center (NWLC) and the NAACP Legal Defense and Educational Fund, Inc. (LDF)

Race, Gender and the School-to-Prison Pipeline: Expanding Our Discussion to Include Black Girls by Monique Morris (2012)

School to Prison Pipeline for Girls: The Role of Physical and Sexual Abuse by Sandra B. Simkins, Amy E. Hirsch, Erin McNamara Horvat, and Marjorie B. Moss


[1] Research on Women and Girls in the Justice System: Plenary Papers of the 1999 Conference on Criminal Justice Research and Evaluation – Enhancing Policy and Practice through Research, Volume 3. (September 2000). Office of Justice Programs. NCJ 180973.

[2] Schaffner, Laurie. 2007. Violence Against Girls Provokes Girls’ Violence: From Private Injury to Public Harm. Violence against Women, volume 13 no. 12. Pp.1229-1248.

Oct 03 2014

#NoSchoolPushout: Defining the School-to-Prison Pipeline

dscposter2014-page-001 Tomorrow kicks of the 5th annual National Week of Action Against School Pushout. This year, my organization will join with youth, parents, teachers and community members in over 40 cities to resist school pushout and policing. Project NIA released a short paper this morning documenting the gains and challenges in the fight to end Chicago’s school to prison pipeline. I hope that those interested in these issues will read the paper authored by my friend, Dr. Michelle VanNatta.

I thought that I would use the occasion of the week of action to offer an introduction to the school-to-prison pipeline for those who might be new to the concept. I’ll also provide some resources for those interested in further study.

Defining the School-to-Prison Pipeline (STPP)

In an article that we wrote earlier this year, Erica Meiners and I defined the STPP in this way:

“Less a pipeline than a nexus or a swamp, the STPP is generally used to refer to interlocking sets of structural and individual relationships in which youth, primarily of color, are funneled from schools and neighborhoods into under- or unemployment and prisons.

While the US public education system has historically diverted non-white communities toward under-education, non-living wage work, participation in a permanent war economy, and/or incarceration, the development of the world’s largest prison nation over the last three decades has strengthened policy, practice, and ideological linkages between schools and prisons. Non-white, non-heterosexual, and/or non-gender conforming students are targeted for surveillance, suspended and expelled at higher rates, and are much more likely to be charged, convicted, and removed from their homes, or otherwise to receive longer sentences.”

Facts and Figures

To help provide some context for the scope and impact(s) of harsh school disciplinary policies, Project NIA created a short quiz to test your knowledge. Thanks to @cronehead and @MuffMacGuff who digitized this quiz. How do you fare?

Critique of the STPP Concept

Dr. Damien Sojoyner (2013) has challenged the concept of the school to prison pipeline. The abstract of his paper titled “Black Radicals Make for Bad Citizens: Undoing the Myth of the School to Prison Pipeline (PDF) summarizes his main argument:

“Over the past ten years, the analytic formation of the school to prison pipeline has come to dominate the lexicon and general common sense with respect to the relationship between schools and prisons in the United States. The concept and theorization that undergirds its meaning and function do not address the root causes that are central to complex dynamics between public education and prisons. This paper argues that in place of the articulation of the school to prison pipeline, what is needed is a nuanced and historicized understanding of the racialized politics pertaining to the centrality of education to Black liberation struggles. The result of such work indicates that the enclosure of public education foregrounds the expansion of the prison system and consequently, schools are not a training ground for prisons, but are the key site at which technologies of control that govern Black oppression are deemed normal and necessary.”

Others have offered other critiques of the STPP concept pointing out, for example, that we need think of the process of educational and societal marginalization as one that in fact begins from the cradle or even the womb.

Activism and Advocacy

The past decade has found increasing numbers of policy makers, advocates, academics, educators, parents, students, and organizers focusing explicitly on the relationships between education and imprisonment. A lot of organizing has happened around the issue of school pushout. The Dignity in Schools Campaign (organizers of the National Week of Action) brings together over 75 organizations across the country who are working to transform school discipline policies.

Just this week, advocates and organizers in California presided over Governor Jerry Brown’s signing of a bill to limit “school administrators’ use of an offense called “willful defiance” to suspend students in California schools.” This was the result of a long-term organizing campaign. Earlier, I referenced our newly released paper that documents some of the gains made by Chicago and Illinois organizers in the fight to interrupt the STPP.

Here are some organizations and projects advocating and organizing to end the STPP.

Teaching Youth About STPP: Curriculum Resources

We at Project NIA have developed several resources that can be used by educators and organizers to discuss the STPP with young people in particular. These resources have also been used by many people to lead discussions with adults as well. Others have also developed useful tools for teaching about the STPP.

Curriculum: Suspension Stories

Curriculum: NYCLU School-to-Prison Pipeline Workshop

Comic: School to Prison Pipeline by Rachel Marie-Crane Williams

One page comic with discussion questions: Sent Down the Drain

Find many other audio, video, etc… resources at Suspension Stories

Further Study 

Disrupting the School-to-Prison Pipeline Edited by Bahena, Cooc, Currie-Rubin, Kuttner and Ng (2012)

From Education to Incarceration: Dismantling the School-to-Prison Pipeline Edited by Nocella, Parmar and Stovall (2014)

Punished: Policing the Lives of Black and Latino Boys by Victor Rios (2011)

There is a list of other reading here and here.

Over the course of this next week, I will be posting information about the specific components that make up the STPP. Stay tuned!

Aug 26 2014

Hope in the Struggle: Chicago’s Young People Resist…

One of my touchstones, the brilliant scholar-activist Barbara Ransby, tweeted something yesterday that I agree with completely.

I write about the activism and organizing of young people in Chicago a lot. I do so because my work and purpose are focused on supporting young people to make their lives more livable. It’s been a long-term commitment. So when other adults persistently disparage and discount ‘young people these days,’ I can’t relate. The young people who I am privileged to know are some of the most talented, creative, dedicated and intelligent activists I’ve ever encountered in my now-over 25 years of organizing. This is a fact, lost on many to be sure, but true nonetheless.

Over the course of this summer, I’ve been engaged with several young people in a group called “We Charge Genocide” and I’ve paid close attention as they have taken the lead in writing a report, in creating workshops and trainings, in using social media to convey the message that oppressive policing must end, and in generously sharing their stories and talents. The source of my hope for the future is rooted in their gifts. We will win because of them.

I call out the young people of BYP 100, We Charge Genocide, Chicago Freedom School, Circles and Ciphers, Fearless Leading By the Youth, VOYCE, Chicago Students Union, Students for Health Equity, Black and Pink Chicago and many, many more that I am leaving out but are doing important work.

In just the past few weeks in Chicago, young people have spearheaded & co-organized a local National Moment of Silence vigil to commemorate the killing of Michael Brown and to stand in solidarity with the Ferguson community.

National Moment of Silence (photo by Kelly Hayes, 8/14/14)

National Moment of Silence (photo by Kelly Hayes, 8/14/14)

National Moment of Silence (photo by Kelly Hayes, 8/14/14)

National Moment of Silence (photo by Kelly Hayes, 8/14/14)

National Moment of Silence (photo by Bob Simpson, 8/14/14)

National Moment of Silence (photo by Bob Simpson, 8/14/14)

Read more »

Aug 10 2014

The Man With The Cardboard Sign…

The image is seared in my mind as I type through my tears.

I’ll never forget the man in the picture below holding a cardboard sign that reads “Ferguson Police Just Executed My Unarmed Son!!!” Yesterday, 18 year old Michael Brown was shot at least 10 times by police. He’s dead.

ferguson

The image is a declaration and an affirmation of humanity; a father making a way out of no way to insist that his son’s life mattered. A man standing before us devastated yet stoic holding a screaming sign announcing his son’s execution. Michael had kin. He was loved. The image is a declaration and affirmation of that too.

I’m bone tired and my mind is racing…

I’m thinking of Julian (not his real name) still recovering from being shot in Florida. Julian who talks extra loudly on the EL because as he tells me: “they need to know that I was here.”

I’m thinking of Max (not his real name) who warned me that the cops were out to lock him up and is now serving time in adult prison after cycling in and out of juvenile court for crimes of survival.

I’m thinking of James (not his real name) who tells me that he won’t live to be an old man. James who is 22 years old now and bought me flowers last Valentine’s day with his second paycheck ever. I tell him that he should save his money and he assures me that he won’t be here ‘but for a bit.’

I’m thinking of three young black men living in the in-between. I’m not sure how much longer I can live there too. I need my own sign but I’m so tired and I have lost my words. I’m looking for some cardboard and some hope.

Jun 09 2014

Standing on a Soapbox, Calling Out the Cops…

I stood on a soapbox Saturday. I mean a real one.

Me on a soapbox (photo by Sarah Jane Rhee, 6/7/14)

Me on a soapbox (photo by Sarah Jane Rhee, 6/7/14)

On an overcast afternoon, on a concrete island at the intersection of Ashland, Milwaukee and Division, I joined a couple dozen people (mostly young) who were reading/performing poetry in opposition to state violence.

I was invited to say a few words, so I did. I shared words written by Langston Hughes and AI. I added a few of my own too.

On Friday, Damo was laid to rest. I planned to attend the funeral but in the end I was unable due to a previous commitment. It’s just as well. I hate funerals. I despise them especially when the person being buried is in his early 20s.

So I stood on a real soapbox and in memory of Damo & others who are victims of state violence, I shared two poems. Here are a few lines from one by Langston Hughes:

Three kicks between the legs
That kill the kids
I’d make tomorrow.

I’ll admit to actively suppressing any thoughts of a young man being tased (twice) and hitting his head so hard that he was basically brain dead when he arrived at the hospital. How does this happen? Then I remember the disposability and un-humanness of black and brown people. I know how this happens. I am a witness but I’d rather not be.

Ethan spoke before me. No, that’s not actually true, Ethan bled before me. I watched with others transfixed by his words and his pain. I hoped that it was catharsis towards healing. But I don’t know how young black men can heal in the midst of continuing, continual, unrelenting violence. Is this possible?

The title of the gathering organized by members of the Chicago Revolutionary Poets Brigade was ‘No Knock’ An Artistic Speak-Out Against the ‘American Police State.’ The title is inspired by Gil Scott Heron’s poem “No Knock.”

No knocked on my brother Fred Hampton
Bullet holes all over the place
No knocked on my brother Michael Harris
And jammed a shotgun against his skull

It is as it ever was. No knocked on Damo who is now six feet under ground.

Passersby stopped to listen as various people read poems about Guantanamo, police violence, prisons, surveillance, and more. Audre was right: “Poetry is the way we help give name to the nameless so it can be thought.” There is magic in hearing voices speaking out for justice over the din of a bustling city. You had to be there to understand what I mean. Gathering as a collective to recite poetry can’t end state violence but it does keep our spirits up so that we can demand and fight for more justice. It does help to “give name to the nameless so that it can be thought.” And now more than ever we need the words and we need to be able to think through that which cannot be thought. These are revolutionary acts in our time.

Over the next few weeks, I will be working with others to strategize and organize around the epidemic of police violence experienced by our young people of color in Chicago. I don’t know what will come of our discussions but I am sure that nothing will change unless we change it.

I stood on a soapbox Saturday. I mean a real one. I read some poems including “Endangered Species” by AI.

At some point, we will meet
at the tip of the bullet,
the blade, or the whip
as it draws blood,
but only one of us will change,
only one of us will slip
past the captain and crew of this ship
and the other submit to the chains
of a nation
that delivered rhetoric
in exchange for its promises.

I hope that you find your own soap box. I mean a real one and read some poems, calling out the cops…

Jun 08 2014

Poem of the Day: Why I Cry

Why I Cry
by Sharee M (Free Write Jail Arts Program)

I cry because so many thoughts
go through my mind.
I cry when I feel that I have been mistreated
I cry so that someone could come and comfort me
I cry so that things could go my way
I cry when I feel that everything’s over
I cry when I think about what I should have done
instead of doing time
I cry for a second chance
so that I could be something
I cry when I think about
when would I see my family again
I cry because I have not found myself
I cry for the family who lost a loved one
I cry for not going with my first mind, the right one
I cry because bricks surround me
I cry because I am in a box
I cry because I am not free

(Source: Big Dream I’m Chasing, Free Write Jail Arts Anthology Vol 6)

Jun 03 2014

Collateral Consequences of Criminalizing School Discipline…

The Advancement Project is out with a good short video that updates Kiera Wilmot’s case. Kiera is a Florida high school student who was arrested and charged with two felonies for a botched science experiment. The Advancement Project video speaks to the collateral consequences of criminalizing school discipline and the school-to-prison pipeline.