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Intergenerational confinement is an under-recognized, policy-driven issue which greatly impacts Indigenous and racialized peoples in countries with ongoing colonial legacies. Numerous policy solutions enacted over colonial history have exacerbated instead of mitigated this situation. This chapter advances an improved understanding of the impacts of carceral legacies, moving beyond the dominant focus of parental incarceration in the literature. Focusing on Indigenous peoples, multiple generations in families and communities have been subjected to changing methods of confinement and removal. Using critical policy analysis and interview research, this chapter interrogates these intergenerational impacts of carceral policy-making in Canada, Australia, and New Zealand. Drawing on qualitative interviews with 124 people in the three case countries, this chapter centers perspectives of people who have been intergenerationally confined in carceral institutions. With a goal of transformation, it then explores an alternative orientation to policy-making that seeks to acknowledge, account for, and address the harmful direct and indirect ripple-effects of carceral strategies over generations.

This chapter explores the work of a library adult literacy programme working closely with other education providers in Risdon Prison in Australia. The Literacy Service operates as a form of outreach to the prison population who have low literacy levels and are not yet engaged in education or using the prison library. In this context, it is a form of radical inclusion, creating opportunities for those most disadvantaged to access learning. The library services help to create a literate environment for prisoners and provide opportunities for prisoners to increase their engagement in lifelong learning and everyday literacy practices, giving them a better chance of developing their literacy skills. Strategies explored for engaging this cohort include a range of creative projects, small group work and one to one tutoring. The Literacy Service has developed best practice approaches to deliver effective literacy support using strategies and approaches that align with research and these are adapted for work in the prison context. The Literacy Service approach is aligned with the wider prison goals of rehabilitation and reintegration and the chapter explores a theory of change to identify how prison education may be most effective in supporting rehabilitation (Szifris, Fox, & Bradbury, 2018). The library Literacy Service offers safe spaces, opportunities to create social bonds, reshape identity, engage in informal learning and set new goals – key elements found to be critical in rehabilitation. The Prison Library Impact Framework, developed by Finlay and Bates (2018), connects these elements with the theory of change model to propose a tool that may be useful to evaluate prison library services in the future.

In this chapter, the author analyzes sentencing and incarceration practices in South Africa during the last 20 years, a period which saw the country transforming into a fully flexed democracy.

The concepts of sentencing, mandatory minimum sentencing, sentencing of children and incarceration are discussed. The past 20 years of democracy serve as a point of departure for this discussion. The retrospective nature of the adopted approach necessitates a heavy reliance on existing literature, but a statistical analysis is also relied upon. The author also reflects on research conducted during the last 20 years.

While it is almost impossible to duly consider all sentencing-related developments in democratic South Africa, important advances have been made but they were not always systematically followed through. Well-intended policies have at times been poorly executed. Specially, the correctional system destroyed all types of staff motivation through poor human resource practices.

Few scholars have considered the influence of sentencing practices on the South African inmate population, more particularly during the period of democracy that has been running for 20 years. This influence in the South African criminal justice system will be highlighted. The contribution of sentencing in the democratization of the country may be drawn from this discussion. The study may contribute to policy implementation for decades to come and through that, strengthen the South African democracy. At the same time, lessons from South Africa may serve as a roadmap for other young and established democracies.

The chapter examines school administrator responsibilities to special education students and their families from case scenarios based on conflicts between parents and districts regarding services provided by schools to special education students. From these case studies based on real case law, readers are exposed to situations intended to pose questions as to whether administrators met their responsibility to ensure the rights of the special education students. Principals, superintendents, and special education administrators committed to work together to make their school environment and optimal place for children to learn. An equally important role for school administrators is to create and maintain cultures where faculty understand their advocacy role for all children, but in particular, those children most in need of support. Effective administrators hold themselves and other professionals in their district to high standards related to knowledge of school law, particularly special education school law; communication with parents and other professionals; and collaborations based on the value of what is best for the student. This chapter concludes with a section on ethical leadership or the values underlying administrative actions affecting individualized education program students, their families, and all students who are different whether due to socioeconomic status, cultural differences, or race.