Prisons
Danielle Thomsen, Visiting Assistant Professor
dt324@cornell.edu
DL Government & AMST 3141
December 26-January 17, 2014
Note: We are using the syllabus from Professor Mary Katzenstein’s Prisons course (Govt 3141).
COURSE DESCRIPTION
In America, there are now over two million people in jail and prison. Indeed, the U.S. stands alone
among Western, industrialized countries with its high rates of incarceration and continued use of
the death penalty. With close to one-third of all African-American men likely to spend time in a
state or federal prison, families and neighborhoods in many American cities already scarred by
poverty are now coping with the effects of a population of young people who come into adulthood
not in college but in prison.
Set against this background, the broad purpose of the course is to think about incarceration in
America through the framework of citizenship. This means that we will study the relationship of
incarceration to society and to the state rather than framing the course around an analysis of
prisoners as objects of study in isolation. Our concern will be with the politics of incarceration and
with how political institutions mediate the connections between crime and punishment. This is not
a course on the origins of crime or the organization of prisons (subjects of sociological interest);
nor is it a course on theories of punishment (a subject to which legal theorists and philosophers pay
close attention) -- although we will touch on these subjects. It is, rather, a course on the ways that
different political constructs (ideas about responsibility, rights, race) are used to interpret events
and experiences associated with crime and punishment.
We begin by exploring the “construction” of crime, crime policy, and ‘the criminal.’ To what
extent does penal policy appear to be a response to the incidence of crime itself? Do punishment
regimes become more severe as crime rates rise, less severe as crime rates fall? We then turn in the
heart of the course to the recent era of mass incarceration – what Todd and Frost call the “Grand
Experiment.” We examine this recent history through the lense of three long-enduring ideational
tropes: Responsibility, Rights, and Race. How has seeing the problems of crime and punishment
through the lenses (or tropes) of responsibility, rights, and race shaped policy responses to the rise
and fall of crime. What are the strengths and problems associated with these (the three Rs)
interpretive frames? How can we evaluate the work these interpretive frames do as we examine the
shift over time from the view of prisoners as property, to prisoners as choice-making and
irresponsible individuals, to prisoners as rights-bearing individuals, to prisoners as the vanguard of
the revolution?
The issues in the course are contentious and touch on matters about which we all have deep and
pre-formed convictions. It bears emphasizing, therefore, that although it will be tempting to
stake out quick stands on many of the issues, it will be very important to remain open to opposing
perspectives and to base the force of your position on careful argumentation informed by a close
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familiarity with the readings and lectures. The daily blackboard exchange provides a chance to
engage with the views of your classmates. The fruitfulness of this exchange will depend on your
readiness to ‘listen’ closely to what others write and to be open to perspectives that are different
from one’s own.
A word about what you will come out with at the other end: The readings and lectures will
acquaint you with one of the most important set of issues in American social and political life
today. In addition, the class should help you build useful analytical skills through its emphasis on
the interpretive work of political science constructs. Finally, the daily blackboard assignments are
intended to help make writing a comfortable and normal part of the thinking process.
Books (Required):
Todd Clear and Natasha Frost, The Punishment Imperative NYU University Press 2014 ISBN
978-0-8147-1719-6
Eric Cummins, The Rise and Fall of California’s Prison Movement, Stanford University Press
ISBN 0-8047-2232-3
Alice Goffman, On The Run; Fugitive Life in an American City Chicago University Press 2014
ISBN 978-0-226-13671-4 We won’t be reading this entire book but I would still URGE you to
buy it because it’s a book you will want for your permanent library, I promise.
David M. Oshinsky Worse than Slavery; Parchman Farm and the Ordeal of Jim Crow Justice
Free Press Paperbacks ISBN 684 83095 7
James Q. Wilson, Thinking about Crime Revised Edition Vintage 1985 ISBN 0-394-72917-x
Recommended (not req) : Henry Ruth and Kevin R. Reitz, The Challenge of Crime; rethinking our
response Harvard University Press 2003 ISBN: 0674021061
Some logistics:
1.
Do try to buy the required books –so you can write in them, take notes in the
margins, really read the texts carefully. Let me urge you also to download the articles and
other readings from the blackboard site. The books will be on reserve in URIS (or
Olin-where they sometimes transfer reserve readings during holidays) if you are on
campus during the period of the course. You will also need to secure a copy of one video,
The Farm. It is on reserve in Uris and you should watch it before you leave campus.
2.
The lectures are posted on the Blackboard website under “course documents.: We will be
posting DAILY questions about the readings and you need to respond to the questions on a
daily basis on blackboard (under Discussion Board) by 9 pm EST of that same day (30%).
There will also be a midterm (25%) and a final exam (30%). See the dates in the syllabus
for the mid-term and the final. In addition, you should conduct an interview with a family
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member/friend/neighbor/acquaintance on some aspect of criminal justice (e.g. drug issues,
drug sentencing, views of the criminal justice system, see assignment in syllabus). The
interview is due on January 12 (15%). You must talk/email with me well in advance -by
January 8th at the latest about whom you would like to interview and about the questions
you intend to pose. The interview, which should be transcribed (and kept to about two
pages) should report your questions and the interviewee’s answers. At the end of the
interview, you should add a short comment about what you learned, found surprising,
etc. Students have done wonderful interviews in the past with friends who have used drugs,
with family members who have views of the law /drugs/ incarceration that they are willing
to share, with lawyers, judges, or with friends, family, or acquaintances who have worked
in or served time in prison. Please use a pseudonym for the interviewee unless he/she gives
you explicit permission otherwise. It is also very important to be respectful and sensitive
about the often-difficult issues that come up in these conversations, particularly as the
conversations may concern individuals or family members who have immediate
experience with incarceration.
3.
The website is: www.blackboard.cornell.edu. From there you need to go to Distance
Learning 3141- Prisons. Some of the video lectures are on blackboard under course
documents-old lectures or “power point lectures with sound.” The newer lectures are on
the Cornell site: http://www.videonote.com/cornell under Summer 2014 (which will refer
you to fall 2012 when the lectures were recorded. If you have difficulty finding the
lectures, let me know right away.
4.
Policy on late assignments: Late assignments will be graded down by one grade each day it
is late unless there are health reasons supported by a medical note on official stationery.
5.
We are packing in a full semester’s work into less than three and a half weeks so this will
be a full, fun, and intense ride. You will see in the syllabus that there is only a very
occasional day off in the June term and in the January “term” there are ‘no’ days off
whatsoever!
SYLLABUS
NOTE: The first two and a half weeks are particularly heavy and time-intensive readings - so
plan to get ahead where you can particularly with the WILSON, Foucault and Cummins readings. .
You should follow the syllabus below but also be sure to read the daily assignments (and read
ahead to the future assignments) on the blackboard as we go along.
DAY 1- December 26 Introduction: Crime and Punishment as Politically Defined
Lecture: Course Introduction (either on course documents power point or on videonote).
Readings:
Req.
Philip Jenkins, Moral Panic Chapter 5, pages 94-117 This reading is on the blackboard. You may
also read this chapter by looking it up through the OLIN catalogue where it is listed as an e-book.
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Rec: Valerie Jenness and Ryken Grattet, Making Hate a Crime: From Social Movement ot
Law Enforcement NY: Russell Sage, 2001
DAY 2- December 27 On the Inside
Lecture: See the Video: The Farm: Inside Angola Prison
As noted above, this video is on reserve in Uris and you should watch it before you leave
campus.
Also (optional): watch the Video discussion (blackboard): Ken McClane
Important: Get a head start on the later reading – starting Oshinsky would be a good idea.
DAY 3- December 28 Prisoners as property -- an early example of the racialization of crime
No lecture
Readings: Who or what are convict lessees in the eyes of the law? Just how criminal were convict
lessees? And what purposes did these lessees serve –politically and economically? How important
was the system of convict leasing to the economic development of the South? In what way were
white southerners who bore arms to fight against the Union punished for their actions. You might
want to refresh your memory about the rights extended (or not) to white and black southerners
after the war: http://www.crf-usa.org/brown-v-board-50th-anniversary/race-and-voting.html
Req.
David M. Oshinsky, Worse than Slavery; Parchman Farm and the Ordeal of Jim Crow
Justice (entire but especially the first half)
Rec:
Khalil Gibran Muhammad, The Condemnation of Blackness: Race, Crime, and the
Making of Modern Urban America,
Mark Colvin, Penitentiaries, Reformatories, and Chain Gangs, NY: St. Martin’s Press,
1997
Martha A. Myers, Race, Labor & Punishment in the New South, Columbus, Ohio: Ohio
State University Press, 1997
David A. Garland, Punishment in Modern Society Chicago: University of Chicago Press,
1990
DAY 4 December 29 Responsibility, Rights, and Race
Republican ideas of citizenship from classical times (stressing participation and civic virtue) have
largely taken a back seat to the modern liberal belief in rights. Current-day republicanism,
arguably, reframes the duty to participate in state affairs as social responsibility - the duty to have
a job and work hard at it, and presumes that individual rights are best secured by a limited
government. Modern-day liberalism (particularly its more progressive form), emphasizes
individual and group rights and, more than civic obligation, posits the importance of an active
state underwriting the provision of such rights. Critics of modern-day liberalism (including some
liberal critics themselves) insist that race and racism have impeded the realization of liberal ideals.
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Lecture:
Req. “Is America a Liberal Nation” (start into the lecture at 6:56 –e.g. skip announcements
etc)-this is an overview of the “responsibility, rights, and race” framework of the class. This
lecture will make more sense if you read the Fisher article and skim Brown v. Plata’s dissenting
opinions below.
Strongly rec. Lecture by Nolan Bennett (on “race and liberalism”) videonote.
Readings:
Max Fisher, “A Different Justice: Why Anders Breivik Only Got 21 Years for Killing 77 People”
The Atlantic, August 24, 2012 click on following link for Breivik article: Breivik article
Skim Brown v. Plata (2011), particularly the dissenting opinions
http://www.supremecourt.gov/opinions/10pdf/09-1233.pdf
Rogers Smith,” Beyond Tocqueville; Myrdal, Hartz, and the Multiple Traditions in America,”
American Political Science Review, 87, 3 Sept.1993 SKIM for the main idea. You can look the
article up through Cornell gateway using the search engine, JSTOR).
Day 5 and 6: December 30 and 31 The Grand Experiment. Posting is due on the 31st.
No lecture:
Reading:
Todd Clear and Natasha A. Frost, The Punishment Imperative; The Rise and Failure of Mass
Incarceration in America, pp. 1-112. (in anticipation of tomorrow’s reading, note particularly pp.
73 and the emerging, with Wilson and the 1980s, trope of individual responsibility.)
Day 7: January 1 James Q. Wilson and Responsibility
Lecture:
Listen either to “Citizenship, Wilson, and “responsibility” (Power Point lectures on B’board – or
the Wilson lecture on videonote –a different version of the power point blackboard lecture.
Readings:
Req.
James Q. Wilson, Thinking about Crime Revised Edition, Vintage 1975, 1983. Ch. 1: Crime
Amidst Plenty; Chapter 3 Thinking about Crime; Chapter 7 Penalties and Opportunities
(highly, highly rec: 12 & 13)
Also really rec: Henry Ruth and Kevin R. Reitz, The Challenge of Crime; rethinking our
response Chs. 1, skim 2, chapter 3 (rec. chapter 4) –read for their discussion about the
relationship between punishment and crime, and also look particularly for Ruth and Reitz’
commentary on Wilson’s writings.
Also rec: Stanton E. Samenow, “The Basic Myths About Criminals,” in Robert James
Bidinotto, Ed., Criminal Justice? The Legal System Versus Individual Responsibility
(Irvington-on-Hudson, NY: The Foundation for Economic Education, Inc., 1994). See
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also Stanton E. Samenow, Inside the Criminal Mind Times Books, 1984
Day 8: January 2 Michel Foucault.
Lecture: Michel Foucault, Power, Knowledge, Truth (Katzenstein) – you can see the lecture on
power point OR listen to the recent lecture on www.videonote.com/cornell. I think you will find
this lecture particularly helping for understanding Foucault.
Readings : Michel Foucault, “Disciplinary Power and Subjection,” in Steven Lukes ed. Power
Michel Foucault, Discipline and Punish (excerpts)
DAY 9 – January 3: The “Superpredator,” Moral Poverty and the Choice-Making
Individual
Lecture: Moral Poverty and the Superpredator (Katzenstein on Power Point-Course
Doc/Blackboard) OR listen to the more recent lecture on www.videonote.com/cornell (I’d
recommend the latter.)
Readings: William J. Bennett, John J. DiIulio, John P. Walters, “The Root Cause of Crime: Moral
Poverty,” in Bennett, DiIulio and Walters, Body Count pp. 18-65
ALSO: If you have a chance to see the recent film, “Margin Call,” pay particular attention
to what the film has to say about “choice.”
With day 8, we have concluded the section on “(individual) responsibility” – we now turn to
“rights”
Day 10 January 4: Citizenship and Rights
Citizenship and Shklar --Rights-bearing Citizenship (Power Point lectures on B’board --MK)
Readings:
Req
Judith Shklar, American Citizenship, pp. 1-23
DAY 11 January 5 - The Rights-Bearing Prisoner
Lecture: Prisoners rights – Lectures one and two on blackboard (power point lectures under
course documents)
The 1960s saw the rise of two competing views of prisoners: (1) a liberal politics that informed
crime control policies through the 1970s and into the early 1980s that emphasized the rights of
prisoners to better conditions of confinement; and (2) a “radical vanguard” politics that saw the
prisoner as the vanguard of a revolutionary moment. This is vividly described in Eric Cummins
book a bit later in the syllabus. In the next days, we explore the “rights” paradigm and its
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radicalization in the era that preceded the 1980s turn towards tough-on-crime policies. As you read,
consider the reach and the limitations of these two different political approaches.
Req.
John DiIulio, Jr., “The Old Regime and the Ruiz Revolution: The Impact of Judicial Intervention
on Texas Prisons,” and Sheldon Ekland-Olson and Steven J. Martin, “Ruiz: A
Struggle over Legitimacy” and Ben M. Crouch and James W. Marquart, “Ruiz:
Intervention and Emergent Order in Texas Prison,” in John DiIulio, Courts,
Corrections and the Constitution, (Oxford University Press, 1990 51-72 (B)
James E. Robertson, “The Jurisprudence of the PLRA: Inmates as "Outsiders" and the
Countermajoritarian Difficulty,” The Journal of Criminal Law and Criminology, Vol. 92, No. 1/2
(Autumn, 2001), pp. 187-210 available through JSTOR
Rec:
Malcolm M. Feeley and Edward Rubin, “Review: “Prison Litigation and Bureaucratic
Development” Law & Social Inquiry Vol. 17, No. 1 (Winter, 1992), pp. 125-145
available through JSTOR.
“Developments in the Law: The Law of Prisons” Harvard Law Review Vol. 115,
No. 7 (May, 2002), pp. 1838-1963
Christopher E. Smith, “The Results of Prison Reform Litigation” in
Law and Contemporary Corrections Belmont, CA: Wadsworth, 2000, pp. 196-2002
Review the history of “American Presidential Crime Control policies” see website of Dr.
O’Connor North Carolina Wesleyan College,
http://faculty.ncwc.edu/toconnor/301/bush.htm (Alternatively, see The Heritage
Foundation, “What the 104th Congress Did to Combat Crime,”
www.heritage.org/library/categories/crimelaw/fyi117.html or Congressional Research
Service, JoAnne O’Bryant and Lisa Seghetti, Domestic Social Policy Division, “Crime
Control: The Federal Response, updated March 5, 2003, Issue Brief for Congress,
http://www.policyalmanac.org/crime/archive/crs_federal_crime_policy.shtml
Days 12 and 13 Mid-Term: January 6 and 7. The midterm will be circulated by email on
January 6th midnight and should be sent back by email attachment in Word by January 7th
midnight (e.g. before January 8th).
DAY 14- January 8 Felony Disenfranchisement
Lecture: on videonote –www.videonote.com/cornell
Readings:
Req.
Richardson v. Ramirez 418 U. S. 24 (1974) –look this up through Lexis (find a case). If you would
like to listen to the original oral argument at the Supreme Court (it’s pretty exciting to hear it
first-hand), go to:
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http://www.oyez.org/cases/1970-1979/1973/1973_72_1589
Jeff Manza and Christopher Uggen, “Punishment and Democracy: Disenfranchisement of Non
incarcerated Felons in the United States,” Perspectives on Politics, September 2004, Vol 2, No. 3
(go through Gateway to ejournals.)
Rec. Elizabeth Simson, “Justice Denied: How Felony Disenfranchisement Laws
Undermine American Democracy “Americans for Democratic Action Education . Google
Elizabeth Simson, then scroll down to Justice Denied. Alternatively, here is the cite:
http://www.adaction.org/lizfullpaper.pdf
We have now completed two-thirds of the course. In this next to final section, we turn to a
discussion of crime and punishment as seen through the lens of RACE. We begin with a
discussion of race and the revolutionary vanguard.
Day 15 – January 9 - The Construction of the Prisoner as the Revolutionary Vanguard.
Readings:
Req.
Eric Cummins, The Rise and Fall of California’s Prison Movement, Preface, Chapters 1-6 and
Ch. 10 (though I strongly recommend the whole book).
Angela Davis, “Political Prisoners, Prisons, and Black Liberation” on Blackboard
and
STRONGLY, STRONGLY recommended: The lecture by Kathy Boudin on videonote.
IF YOU HAPPEN TO HAVE ACCESS TO the “Black Power Mix Tape,” be sure to listen to the
interview with Angela Davis on that video.
Rec: The Weather Underground (video – google:
http://www.google.com/search?q=weather+underground+video&rls=com.microsoft:en-us&ie=U
TF-8&oe=UTF-8&startIndex=&startPage=1&rlz=1I7RNTN_en
DAY 16 – January 10 Race and Drugs
Here we continue with our discussion of how institutional forces (in both their materialist
and more discursive forms) shape policies – focusing here on race.
Listen to:
A lecture given in the 3141 fall class ’05, by Judge Shira Scheindlin. You should listen to this
lecture using internet explorer and Realplayer. The site is:
http://stream.cit.cornell.edu/?token=2BB232C0B13C774965EF8558F0FBD615
And respond to questions emailed or posted on blackboard
Day 17: January 11 race-cont.
Readings:
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Req.
Loic Wacquant, “Deadly Symbiosis,” Boston Review, April/May, Vol 27, No. 2 (find under
Boston Review)
Strongly recommended:
A program called “Sentencing” on This American Life
www.thisamericanlife.org
October 22, Episode 143 “Sentencing”
National Research Council, “The Growth of Incarceration in the United States” see
discussion of race on pages 56-64,91-101
http://www.nap.edu/catalog.php?record_id=18613
Eva Bertram, Morris Blachman, Kenneth Sharpe, Peter Andreas, Presidential Drug
Wars,” ch. 6 in Drug War Politics.
Michael K. Brown, Martin Carnoy, Elliott Currie, et al, “Been in the Pen So Long,”
excerpt from Whitewashing Race: The Myth of a Color-Blind Society Berkeley: University
of California Press, 2003, pp. 132-160.
Tali Mendelberg, “A Theory of Racial Appeals,” in The Race Card (Princeton:
Princeton University Press, 2001) pp. 3-25, particularly the early pages
Michael K. Brown, Martin Carnoy, Elliott Currie, et al, “Race Preferences and Race
Privileges,” excerpt from Whitewashing Race: The Myth of a Color-Blind Society.
Berkeley: University of California Press, 2003, pp. 1-33.
DAY 18 - January 12 The Prison Industrial Complex
Lecture: The Prison Industrial Complex--Katzenstein
Readings: Eric Schlosser, “The Prison Industrial Complex,” Atlantic Monthly, Dec 1998
We will circulate this article by email and/or post it on blackboard and we will also circulate a
reading from Angela Davis’ work on the prison industrial complex.
JANUARY 12: Interview Transcript Due
DAY 19 – January 13 Under the Surveillance of the State.
Read all of Alice Goffman, On the Run. It’s an amazing book that you will never forget.
Day 20 January 14 Collateral Consequences; and Turning your life around
No Lecture:
Readings:
Jeremy Travis, “Invisible Punishment” and “But they all came back”
Donald Braman, “Doing Time on the Outside”
(available through blackboard)
DAY 21 – January 15 Lecture: Charles LaCourt –very important (on blackboard)
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DAY 22 and 23 Final Exam January 16 and 17
We will post the exam by midnight of January 15. It is due by midnight (EST) of January 17. We
are providing several days for this final because some of you have fulltime day jobs or will be
traveling. But you will not need these entire days for writing. Do feel free to get this to us before
the deadline.
GLOSSARY OF TERMS
–excerpted from Gary Cornelius, Jails in America; An Overview of Issues, 2nd edition (Lanham,
Md., American Correctional Association, 1996; 1-800 ACA JOIN); and from Frank Schmalleger,
Criminal Justice Today, Prentice Hall, 1997
You don’t need to “know” these for any test/exam – the definitions are just here to be helpful in
your reading and court observing.
Arraignment: I. Strictly, the hearing before a court having jurisdiction in a criminal case in which
the identity of the defendant is established, the defendant is informed of the charge(s) and
of his or her rights, and the defendant is required to enter a plea. II. In some usages, any
appearance in court prior to trial in criminal proceedings.
Arrest: Taking an adult or juvenile into physical custody by authority of law, for the purpose of
charging the person with a criminal offense or a delinquent act of status offense,
terminating with the recording of a specific offense.
Civil law: That portion of modern law that regulates contracts and other obligations, involving
primarily personal interests.
County prison: another name for a jail
Determinate sentencing (also called presumptive or fixed sentencing). A model for criminal
punishment which sets one particular punishment or length of sentence for each specific
type of crimes. (As distinct from “indeterminate sentences”)
Exclusionary rule: The understanding based on Supreme Court precedent, that incriminating
information must be seized according to constitutional specifications of due process or it
will not be allowed as evidence in criminal trials.
Federal court system: The three-tiered structure of federal courts involving US district courts, US
courts of appeal, and the US Supreme court.
Felony: a criminal offense that is punishable by death or by incarceration in a state or federal
prison, generally for one year or more. Violent felonies include: murder, rape, abduction,
and robbery (see also nonviolent felony).
Grand Jury. A body of persons who have been selected according to law and sworn to hear the
evidence against accused persons and determine whether there is sufficient evidence to
bring those persons to trial, to investigate criminal activity generally, and to investigate the
conduct of public agencies and officials.
Jail: confinement facility operated by a local law enforcement agency, holding adults and
sometimes juveniles, pending trial or who have been sentenced to short terms of
incarceration.
Misdemeanor: criminal offense, generally minor or petty, that is punishable by small fines or
penalties or incarceration in a local jail for a year or less.
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Non-violent felony: criminal offense (see felony) that did not involve injury or death to the victim
nor violence in its commission. Nonviolent felonies include: burglary, grand larceny,
embezzlement and drug possession.
Parole: The process of releasing inmates from incarceration before the end of their sentence on
conditions of supervision by a parole officer and their maintenance of good behavior. If
the conditions are violated, the offender will be reincarcerated.
Plaintiff: A person who initiates a court action.
Plea: In criminal proceedings, a defendant’s formal answer in court to the charge, contained in a
complaint, information or indictment, that he or she is guilty or not guilty of the offense
charged, or does not contest the charge.
Preliminary Hearing: The proceeding before a judicial officer in which three matters must be
decided – whether a crime was committed, whether the crime occurred within the
territorial jurisdiction of the court, and whether there are reasonable grounds to believe that
the defendant committed the crime.
Pretrial discovery. In criminal proceedings, disclosure by the prosecution or the dfense prior to
trial of evidence or other information which is intended to be used in the trial.
Prisonization: The process by which an offender adapts to the culture of the inmate – how to get
along, what inmates to avoid, which officers are helpful.
Prison: Adult confinement facility administered by a state or federal government, holding inmates
for long sentences.
Probation: the release by the court of a convicted offender into the community with certain
conditions, such as good behavior under a suspended sentence. Offender is superviced by
a probation officer.
Prosecutor: An attorney who is the elected or appointed chief of a prosecution agency, and whose
official duty is to conduct criminal proceedings on behalf of the people against persons
accused of committing criminal offense. Also called “district attorney” “DA” “state’s
attorney” “county attorney” and “US attorney” and any attorney deputized to assist the
chief prosecutor.
Public defender: An attorney employed by a government agency or subagency or by a private
organization under contract to a unit of government for the purpose of providing defense
services to indigents; also occasionally, an attorney who has volunteered such service. The
head of a government agency or subunity whose function is the representation in court of
persons accused or convicted of a crime who are unable to hire private counsel, and any
attorney employed by such an agency or subunity whose offical duty is the performance of
the indigent defense function.
Status offender. A child who commits an act that is contrary to the law by virtue of the juvenile’s
status as a child. Purchasing cigarettes, buying alcohol and truancy are examples of such
behavior.
UCR An abbreviation for the FBI’s Uniform Crime Reporting Program
Writ of Habeas Corpus. In criminal proceedings, the writ that directs the person detaining a
prisoner to bring him or her before a judicial officer to determine the lawfulness of the
imprisonment.
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