Département de criminologie | Department of Criminology
FSS 14002- 120 Université / FSS 14002 - 120 University, Ottawa, ON K1N 6N5
CRM4302A ABOLITIONISM AND THE CJS
FALL 2014
Wayne Hanniman M.C.(A)
UNIVERSITY OF OTTAWA
COURSE OUTLINE
“The first key to wisdom is constant and frequent questioning, for by doubting we are led to
question and by questioning we arrive at the truth”.
- Peter Abelard, founder of the University of Paris
Class Schedule:
Sept. 3 – Dec. 2, 2014
Day 1: Monday 10:00 - 11:30
Day 2: Wednesday 08:30 - 10:00
Room: Vanier Building Room 3075 VNR3075
Professor’s office hours:
Monday 11:30 to 14:30
Wednesday 11:30 to 14:30
or other times by appointment
Location: Room 13003 Faculty of Social Sciences (FSS) building
Tel.: 613-562-5800 ext. 1799
E-mail:
whannima@uottawa.ca
Any e-mail correspondence should contain in the subject line the course code and the student's
name (e.g., CRM4302A- Jane Doe) to facilitate immediate identification. Any questions sent by
e-mail should receive a response within two business days or during the following class if taken
place within the 48 hours following receipt of the e-mail. Students should limit their e-mail
correspondence to basic questions and/or requests to make appointments. Specifically, for those
questions in which more than a 1-2 sentence response is required/desirable, students are
encouraged to arrange to meet with the professor during his/her office hours. Note that the
professor reserves the right not to answer an e-mail if the level of language used is inappropriate.
Students should note that the following e-mails will NOT receive a response:
1) questions which can be answered had the student referred to the course syllabus or web page;
2) requests for 'bonus mark' assignments to raise their grades;
3) requests for information/course notes for classes in which the student was absent;
4) technical questions about WebCT (please contact Teaching and Learning Support Services
who maintains Virtual campus for these queries).
On virtual campus: Yes
COURSE DESCRIPTION
Abolitionist theory, and abolitionist alternatives to criminalization and incarceration (e.g.
decriminalization, peace-making and compensation).
GENERAL COURSE OBJECTIVES:
This course is part of the theoretical stream and serves to introduce students to penal
abolitionism and abolitionist theory and discourse, including a discussion of the 1960-1970s
destructuring movement and the critical discourse on alternatives; an examination of history of
prison/penal abolitionism in Europe and America; an introduction to major abolitionist strategies
such as transformative justice, traditional aboriginal community resolution peacemaking.
In recent history a number of institutions deeply embedded in the structures of western
democratic societies have been the target of campaigns aimed at abolishing their existence.
Often characterized as initiatives whose objectives would never come to fruition, practices such
as slavery and the death penalty have been eradicated in many jurisdictions. As new institutions
have come to take their place, often in the form of prisons, penal systems and other carceral
controls, new abolitionist campaigns have emerged. This course is aimed at providing an
overview of prison and penal abolitionist thought including the justifications for their struggles,
the strategies mobilized to achieve their objectives, and their visions for a world without prisons,
penality and carceral controls.
SPECIFIC COURSE OBJECTIVES:
The objectives of the course are to:
1) provide a general overview of the subject of Penal Abolition, the destructuring movement of
the 1960-1970s, the history of the development of penal abolitionism in Europe and in North
America, the major abolitionist theorists as well as the survivors of state and personal harm, and
others from across the world who are working towards the abolition of imprisonment, the penal
system, carceral controls and the prison industrial complex;
2) critically review the role of criminal law in society, including alternative definitions of crime;
imprisonment statistics and patterns, alternatives to incarceration; criminal and public policy and
crime prevention initiatives.
3) develop comprehensive knowledge of the aspects of imprisonment, the penal system and other
forms of carceral control; the need for penal abolition; the arguments for penal abolition; the
“proven failure” of prison argument/debate; abolitionist analysis of contemporary prison
2
practise, and the prison industry and its expansionary trends that have led abolitionists to
reconsider what is to be abolished
4) become familiar with some of the more well-known alternatives to incarceration, the penal
process and carceral controls; lesser-known alternatives to criminal justice and incarceration
proposed and created; and the debate/discourse on the failure of these alternatives; develop
comprehensive knowledge of the strategies mobilized by abolitionists to achieve their objectives,
and strategies to avoid the “failure of alternatives”;
5) review emerging alternatives/competing models such as peacemaking criminology,
transformative justice and aboriginal community resolution and healing.
The course will also develop students’ critical thinking, research and writing skills. For
example, students will critically examine media reports about crime.
METHODOLOGY
The course will feature classroom lectures with active teaching methodologies, such as question
and answer, class discussions, and analysis of videos relevant to criminological topics. All
assigned readings are to be completed prior to class. Student participation is welcome and
encouraged during class.
REQUIRED TEXTS
Course Textbook:
The Case for Penal Abolition", Edited by W. Gordon West, Ruth Morris, Canadian
Scholars’ Press, 2000.
Available at the University bookstore
A copy of all texts/course readings will be placed on reserve in the Morriset library.
ASSESSMENT METHODS
The evaluation of the students' achievement of the objectives of the course will be based on three
main components:
Component
Weight (% of
final grade)
Due Date
1. Written assignment-Critical analysis of a
newspaper, magazine or Internet article about a
Abolition-related topic.
25%
Oct. 3
2. Mid-term exam: multiple choice/ fill-inthe blanks/ short essay questions based on the readings.
Students will be responsible for all material
35%
Nov. 5
3
covered since the beginning of the course.
3. Final exam
Maximum 15 pages, on designated topics on
current Canadian abolitionism covered in the
course.
Evaluation and Feedback
40%
Dec. 6
1. Article Review Written Assignment
Specific guidelines (e.g., instructions regarding the required work, format, number of pages,
margins, number for references) will be handed out for this assignment in class.
2. Mid-term Exam
The midterm examination will consist of multiple choice, short answer and essay style questions.
Students are primarily responsible for the required readings and also for the content of all
lectures, guest lectures, class discussions, film and video presentations, and any additional
handouts which might be distributed or posted on Blackboard Learn.
3. Final Examination
The final exam will be a take-home exam, and will consist of a major essay question. The final
exam is cumulative and will cover all material presented in class and assigned readings
throughout the term. Specific guidelines (e.g., instructions regarding the required work, format,
number of pages, margins, number of references) will be handed out for this assignment in class.
The take-home final examination will be due by 9 p.m. (21:00 hrs.) Eastern Standard Time
December 6th, 2014. Students are required to submit a printed copy of the exam directly to the
professor during office hours or an electronic copy by email to: whannima@uottawa.ca.
Please note: A printed copy of the exam must be submitted to the professor directly if the student
chooses that option and cannot be slid under the professor’s or Criminology Department
Secretariat office door. The Criminology Department Secretariat will not accept students'
assignments, essays or exams on a professor's behalf.
All assignments are due by 9 p.m. (21:00 hrs.) of the due date that they are to be submitted. Any
assignment submitted after the due date will be deemed late and subject to a penalty of 5% of the
value of the assignment/essay in question per day, (including weekends)."
For late submissions, students should hand a printed copy or email the assignment directly to the
professor or T A. In cases in which the professor or T.A. is not on campus to receive a printed
copy, students may use the drop box outside of the Criminology Department Secretariat. THE
SECRETARIAT WILL NOT STAMP THE SUBMISSION DATE ON ANY PAPERS
PLACED IN THE DROP BOX and the submission date will be considered the business day the
professor is next scheduled to be on campus to pick up the exam.
For the student's own protection, he/she should always keep the original of all his/her printed
assignments and hand in a photocopy. In case of loss, theft, destruction, dispute over authorship,
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or any other eventuality, it will be the student's responsibility to provide a copy of his/her
assignments. Save a copy of your electronic submission in a secure place.
Students must complete all of the course requirements in order to obtain credit for this course.
Failure to complete any of the components of evaluation will result in a grade of Incomplete
(INC) being assigned for this course.
Students should expect a 2-week turnaround for marked assignments/tests.
All questions regarding the marking of students' assignments/exams are dealt with initially by the
T.A. In the case that a student continues to be dissatisfied with his/her grade, the
assignment/exam may be submitted to the professor, accompanied by a detailed summary of the
issue in question, as well as the reasons, in the opinion of the student, that justify additional
marks. Students are also reminded that as a result of this re-marking process, the student's final
grade may be lowered, as well as raised or maintained.
Please Note: For all writing assignments, written work will be graded for insight, analytical skill,
synthesis, inclusion and organization of relevant course materials, proper bibliographical
references and appropriate citation, clarity of expression, accuracy and relevance of content. The
student will also be judged on language quality; therefore, it is recommended that he or she take
the appropriate measures to avoid mistakes such as orthographic (spelling) and grammatical
(syntax, punctuation, incorrect sentence structures) errors, inappropriate use of terms, illogical or
internally inconsistent ordering of ideas etc. As such, it is strongly recommended that students
take the appropriate measures to avoid mistakes. A student will be penalized up to 15% of the
value of the assignment, to the professor's discretion. For useful tips on how to write a
University paper, please refer to the following Website:
http://www.sass.uottawa.ca/writing/kit/writing.php
In accordance with University privacy policies, students' marks may no longer be communicated
through group e-mail nor affixed on office doors by student number. Marks for each assignment
will be posted on Blackboard Learn when all assignments are marked.
The Faculty of Social Sciences does not permit students to do make-up examinations or
supplementary assignments/tests to raise their marks.
Absence from an examination or late submission of an assignment
Absence from any examination or test, or late submission of assignments due to illness, must be
justified; otherwise, a penalty will be imposed. The Faculty reserves the right to accept or reject
the reason offered. Reasons such as travel, employment, and misreading the examination
schedule are not usually accepted.
Students who are unable to comply with any of the scheduled deadlines are required to notify the
professor as soon as possible and present valid supporting documentation of their absence within
5 working days of the test/exam or the submission date of the assignment; otherwise a penalty
5
applies. In the case of medical illness, students must provide the professor with a medical
certificate by the attending physician.
Students should advise the professor as soon as possible if a religious holiday or event forces
them to be absent during an evaluation.
Attendance and Participation
Pursuant to University policy, class attendance is mandatory. Class attendance is necessary to
successfully complete this course. The professor may exclude from the final examination any
students whose attendance is unsatisfactory.
Please make every effort to be on time for class. If the student arrives late or must leave class
early for some important reason, please enter and leave the classroom with the minimum of
disruption.
All communication and musical devices (e.g., mobile phones, cell phones, pagers, Blackberrys,
iPhones, IPods) should be placed on silent mode or turned off. If the student is expecting an
urgent call, please sit near the door in order to be able to quickly leave the lecture hall.
Laptops, Notebooks and tablets are permitted in class as long as they are being used for purposes
related to the course (e.g., taking notes, researching a course topic). Please refrain from instant
messaging, e-mailing, surfing the Internet, playing games, writing papers, doing homework, etc.
during class time. Do not display material on screen which may be distracting or offensive to
other students.
While students are not being evaluated on class participation, they are encouraged to ask
questions for clarification, confirm their understanding of the readings, lectures, and other course
materials and voice any other concerns they have about the course (either in class or with the
professor during his office hours).
Course notes are the responsibility of each student. Copies of the class PowerPoints will be
posted on Blackboard Learn but lecture notes are NOT posted on any website, nor are they made
available through the library reserve. If a student is unable to attend a lecture, it is the
responsibility of the student to obtain the notes from a classmate.
RESOURCES
Mentoring Centre - http://socialsciences.uottawa.ca/mentoring/about-centre
The goal of the Mentoring Centre is to help students with their academic and social well-being
during their time at the University of Ottawa. Regardless of where a student stands academically,
or how far along they are in completing their degree, the mentoring centre is there to help
students continue on their path to success.
A student may choose to visit the mentoring centre for very different reasons. Younger students
may wish to talk to their older peers to gain insight into programs and services offered by the
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University, while older student may simply want to brush up on study and time management
skills or learn about programs and services for students nearing the end of their degree.
In all, the Mentoring Centre offers a place for students to talk about concerns and problems that
they might have in any facet of their lives. While students are able to voice their concerns and
problems without fear of judgment, mentors can garner further insight in issues unique to
students and find a more practical solution to better improve the services that the Faculty of
Social Sciences offers, as well as the services offered by the University of Ottawa.
Student Academic Success Service (SASS) - http://www.sass.uottawa.ca
The SASS has created some other work tools to help students write papers and assignments. For
example at the Academic Writing Help Centre (http://www.sass.uottawa.ca/writing) the student
will learn how to identify, correct and ultimately avoid errors in writing and become an
autonomous writer. In working with their Writing Advisors, the student will be able to acquire
the abilities, strategies and writing tools that will enable him or her to:
• Master the written language of their choice
• Expand their critical thinking abilities
• Develop their argumentation skills
• Learn what the expectations are for academic writing
Career Services- http://www.sass.uottawa.ca/careers
Career Services offers various services and a career development program to enable the student
to recognize and enhance the employability skills needed in today's world of work.
Counselling and Coaching Service- http://www.sass.uottawa.ca/personal/
There are many reasons to take advantage of the Counselling Service. They offer:
•
Personal counselling
•
Career counselling
•
Study skills counselling
Access Service- http://www.sass.uottawa.ca/access//
The Access Service contributes to the creation of an inclusive environment by developing
strategies and implementing measures that aim to reduce the barriers to learning for students who
have learning disabilities, health, psychiatric or physical conditions.
Students with disabilities and/or special needs are encouraged to contact the professor in order to
make the necessary arrangements. The professor will work with the University of Ottawa
Access Services (613-562-5976 or adapt@uottawa.ca) to ensure a positive learning experience
for those registered with them. Note that students requesting accommodation must be registered
with Access Services before being entitled to special arrangements.
Student Resources Centres- http://www.communitylife.uottawa.ca/en/index.php
For assistance with a variety of student needs.
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STATEMENT ON ACADEMIC FRAUD:
Academic fraud is an act committed by a student to distort the marking of assignments, tests,
examinations, and other forms of academic evaluation. Academic fraud is neither accepted nor
tolerated by the University. Anyone found guilty of academic fraud is liable to severe academic
sanctions.
Here are a few examples of academic fraud:
• engaging in any form of plagiarism or cheating;
• presenting falsified research data;
• handing in an assignment that was not authored, in whole or in part, by the student;
• submitting the same assignment in more than one course, without the written consent of the
professors concerned.
In recent years, the development of the Internet has made it much easier to identify academic
plagiarism. The tools available to professors allow them to trace the exact origin of a text on the
Web, using just a few words.
In cases where students are unsure whether they are at fault, it is their responsibility to consult
the University's Web site at the following addresses:
http://www.sass.uottawa.ca/writing/undergraduate/online-document.php
http://socialsciences.uottawa.ca/undergraduate/writing-style-guide
Persons who have committed or attempted to commit (or have been accomplices to) academic
fraud will be penalized. Here are some examples of the academic sanctions, which can be
imposed:
• a grade of “F” , for the assignment or course in question;
• an additional program requirement of between 3 and 30 credits;
• suspension or expulsion from the Faculty.
For more information, refer to:
http://web5.uottawa.ca/mcs-smc/academicintegrity/regulation.php
CLASS SCHEDULE
This is a tentative schedule of class lectures, readings and class activities. Additional readings
may be provided for each topic.
Dates
Associated Readings
Week 01
Sept. 3
Topic
Orientation and Administrative
tasks
Week 02
Introduction to Abolitionism
Textbook
Chapter 1 Introduction to the Case for
Evaluation
Alan D. Sokal-A Physicist
Experiments With Cultural Studies,
Lingua Franca May, 1996 (posted
on Blackboard Learn)
8
Sept. 8, 10
Week 03
Sept. 15,
17
The Need for Abolition
Penal Abolition by W. Gordon West
and Ruth Morris
Video: Why Is the U.S. Prison
Population So Large?
Chapter 5 Serve the Rich and Punish
the Poor: Law as the Enforcer of
Inequality by John Clarke
The Concept of ‘Crime’ and
‘Punishment’
King, Anna and Shadd Maruna (2009)
“Is a conservative just a liberal who
has been mugged?: Exploring the
origins of punitive views” in
Punishment & Society April Vol. 11:
147-169 (posted on Blackboard Learn)
Textbook
Chapter 2. Conceptualizing a
Comparative Critical Criminology of
Penal Abolition by W. Gordon West
Chapter 3 An Introduction to Penal
Abolition: Assessing Penology and
Social Control by Viviane SalehHannah,
Video: Politics of punishment
De Giorgi, Alessandro (2014) "Reform
or Revolution: Thoughts on Liberal
and Radical Criminologies" in Social
Justice Vol. 40 Issue 1/2, pp. 24-31
(posted on Blackboard Learn).
Ruggiero, Vincenzo (2013) Crime and
Punishment in Classical and
Libertarian Utopias” in Howard
Journal of Criminal Justice. Sep, Vol.
52 Issue 4, p414-432. 19p.(posted on
Blackboard Learn)
Week 04
Sept. 22,
24
Mass Incarceration
The Prison Industrial Complex
Textbook
Chapter 6 The Race to Incarcerate
Marc Mauer
Video: Broken on All Sides
Chapter 9 Caging the Poor: The Case
against the Prison System
John McMurtry
Pate, Kim (2008) “A Canadian Journey
into Abolition”, in Ben Golstein et al.
(eds.), Abolition Now! Ten Years of
Strategy and Struggle Against the
9
Week 05
Sept. 29,
Oct. 1
Cruel and Unusual Punishment
Consequences of Incarceration
Video: Punishments
Prison Industrial Complex, Oakland:
AK Press, pp. 77-85. (posted on
Blackboard Learn)
Dawson, Robert O. (1990-1991), The
Future of Juvenile Justice: Is it time to
Abolish the System, 81(1) Journal of
Criminal Law & Criminology pp. 136155. (posted on Blackboard Learn)
article analysis
due Oct.3rd
Richie, Beth (2002) “Families and
Incarceration”, in Marc Mauer and
Meda Chesney-Lind (eds.), Invisible
Punishment: The Collateral
Consequences of Mass Imprisonment,
New York: The New Press, pp. 136149. (posted on Blackboard Learn)
Week 06
Oct. 6, 8
Penal Colonialism
Video: Racial Inequality in the
U.S. Prison Population
Video: Dead Time
Gilmore, Kim (2000) Slavery and
Prison — Understanding the
Connections in Social Justice , 2000,
Vol. 27 Issue 3, p195-205 (posted on
Blackboard Learn)
article analysis
returned
Barkan, Steven E. (2010) “Toward a
New Abolitionism: Race, Ethnicity,
and Social Transformation” in Social
Problems, Vol. 57, No. 1 (February
2010), pp. 1-4 (posted on Blackboard
Learn)
Monture-Angus, Patricia and Les
Samuelson (2002) “Aboriginal Peoples
and Social Control: The State, Law
and Policing”, in Bernard Schissel and
Carolyn Brooks (eds.), Marginality and
Condemnation: An Introduction to
Critical Criminology, Halifax:
Fernwood, pp. 157-173 (posted on
Blackboard Learn).
Davis, Angela Y. (2003) “Slavery,
Civil Rights, and Abolitionist
Perspectives Toward Prison”, in Are
Prisons Obsolete?, New York: Seven
Stories Press, pp. 22-39 (posted on
Blackboard Learn).
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Week 07
Oct. 13, 15
Reading Week
Week 08
Oct. 20, 22
Abolition and Gender
Textbook
Chapter 7 But What About the
Dangerous Few? by Ruth Morris
Chapter 8 Toward Safer Societies:
Punishment, Masculinities, and
Violence against Women by Laureen
Snider
Horri, Gayle (2001) Women's
Imprisonment and the State: The
Praxis of Power In: Boyd SC, Chunn
DE and Menzies R (eds) (Ab)Using
Power: The Canadian Experience.
Halifax: Fernwood Publishing, pp
.236-252 (posted on Blackboard
Learn)
Davis, Angela Y. (2003) “How Gender
Structures the Prison System”, in Are
Prisons Obsolete?, New York: Seven
Stories Press, pp. 60-83.(posted on
Blackboard Learn)
Additional Readings:
Frank, David W. (2014)
“Commentary: Abandoned: Abolishing
Female Prisons to Prevent Sexual
Abuse and Herald an End to
Incarceration” in Berkeley Journal of
Gender Law & Justice Vol. 29(1) pp.
1-24 (posted on Blackboard Learn)
Knopp, Fay Honey (1994) “On Radical
Feminism and Abolition”, Peace
Review, 6(2): 203-208 (posted on
Blackboard Learn)
Week 09
Oct. 27, 29
Immigration Detention
Political Imprisonment
Video: Guantanamo
Buck, Marilyn (2000) Prisons, Social
Control, And Political Prisoners in
Social Justice, 2000, Vol. 27 Issue 3,
p25-28. (posted on Blackboard Learn)
Pratt, Anna (2005) “Detention at the
Celebrity Inn”, in Securing Borders:
11
Detention and Deportation in Canada,
Vancouver: UBC Press, pp. 23-52
(posted on Blackboard Learn)
Larsen, Mike and Justin Piché (2009)
“Exceptional State, Pragmatic
Bureaucracy and Indefinite Detention:
The Case of the Kingston Immigration
Holding Centre”, Canadian Journal of
Law and Society, 24(2): 203-229
(posted on Blackboard Learn)
Week 10
Nov. 3, 5
Review
Mid-term exam
Wrongful convictions
Week 11
Nov. 10, 12 Death Penalty
“Real crime”? Punishing Street
crime vs. Corporate Crime
Video: CBC interview of
Canadian Wrongfully
Convicted
Video: Toxic Sludge is Good
for You
Week 12
Nov. 17 19
Victim-Offender Reconciliation
Transformative Justice
Tributary streams of a healing
river, an in depth study of
restorative justice
midterm exam
Nov. 5
Sarat, Austin (2005) “Innocence,
Error, And The "New Abolitionism":
A Commentary” in Criminology &
Public Policy. Feb, Vol. 4 Issue 1, p4554. 9p. (posted on Blackboard Learn)
Girling, E. (2004). Looking Death in
the Face: The Benetton death penalty
campaign. Punishment and Society
6(3) (pp.271-287). (posted on
Blackboard Learn)
midterm exam
returned
Nov. 14
Last Day to
Withdraw from
course
Bessler, J. (2003). The Machinery of
Death (pp.70-101) in Kiss of Death:
America’s Love Affair with the Death
Penalty. Boston: Northeastern
University Press. ). (posted on
Blackboard Learn)
Textbook
Chapter 10 Regulating Toxic
Capitalism
Frank Pearce and Steve Tombs
Chapter 12 Relocating Law: Making
Corporate Crime Disappear
Laureen Snider
Textbook
Chapter 11 Reconciled with Whom?
Wrong Criminals, Wrong Goal
Ruth Morris
Chapter 14 Empathy Works,
Obedience Doesn't
12
(video recording)
Week 13
Community-based Alternatives
Nov. 24, 26 and Net-widening
Video: Alternatives to Prison
Hal Pepinsky
Chapter 15 Towards a Theology of
Transformative Justice
Jim Consedine
Additional Reading:
Hudson, Barbara (1998) “Restorative
Justice: The Challenge of Sexual and
Racial Violence” in Journal Of Law
And Society, Volume 25, Number 2,
June pp. 237–56 (posted on
Blackboard Learn).
Colin Goff-6th Edition Chapter 10Alternatives to Prison- Probation,
Conditional Sentences, and
Intermediate Sanctions (posted on
Blackboard Learn)
Textbook
Chapter 16 Community Conferencing:
A Supply Side Contribution to Prison
Abolition
David B. Moore
Dec. 1
Last class
Future Directions and Review
Exam
period
Andersen C (1999) Governing
Aboriginal Justice in Canada:
Constructing Responsible Individuals
and Communities through 'Tradition'.
Crime, Law & Social Change 31(4):
303-326. (posted on Blackboard
Learn)
Textbook
Chapter 4 History of ICOPA
Ruth Morris
Chapter 13 International Conference
on Penal Abolition: The Birth of
ICOPA
Lisa Finateri and Viviane Saleh-Hanna
Chapter 17 Towards the 21st Century:
Abolition - An Impossible Dream?
Thomas Mathieson
Final paper
due Dec. 6th
13
BIBLIOGRAPHY
Acey, Camille E.S.A. (2000) “This Is an Illogical Statement: Dangerous Trends in Anti-Prison
Activism” in Social Justice Vol. 27, No. 3 pp. 206-211.
Christie, Nils (1977) “Conflicts as Property”, British Journal of Criminology, 17(1): 1-15.
Clear, Todd (2002) “The Problem with “Addition by Subtraction”: The Prison-Crime
Relationship in Low-Income Communities”, in Marc Mauer and Meda Chesney-Lind (eds.),
Invisible Punishment: The Collateral Consequences of Mass Imprisonment, New York: The New
Press, pp. 181-193.
Cohen, Stanley (1985) “The Master Patterns”, in Visions of Social Control, Cambridge: Polity
Press, pp. 13-39, 283-287.
Davis, Angela Y.; Rodriguez, Dylan (2000) “The Challenge of Prison Abolition: A
Conversation.” in Social Justice, 2000, Vol. 27 Issue 3, p212-218
Davis, Angela Y. (2003) “Abolitionist Alternatives”, in Are Prisons Obsolete?, New York:
Seven Stories Press, pp. 105-115.
Davis, Angela Y. (2003) “Introduction – Prison Reform or Prison Abolition?”, in Are Prisons
Obsolete?, New York: Seven Stories Press, pp. 9-21.
Davis, Angela Y. (2003) “How Gender Structures the Prison System”, in Are Prisons Obsolete?,
New York: Seven Stories Press, pp. 60-83.
Davis, Angela Y. (2003) “Imprisonment and Reform”, in Are Prisons Obsolete?, New York:
Seven Stories Press, pp. 40-59.
Davis, Angela Y. (2003) “The Prison Industrial Complex”, in Are Prisons Obsolete?, New York:
Seven Stories Press, pp. 84-104.
Davis, Angela Y. (2003) “Slavery, Civil Rights, and Abolitionist Perspectives Toward Prison”,
in Are Prisons Obsolete?, New York: Seven Stories Press, pp. 22-39.
Davis, Angela Y. (2005) “Abolition Democracy”, in Abolition Democracy: Beyond Empire,
Prisons, and Torture, New York: Seven Stories Press, pp. 77-103.
Dawson, Robert O. (1990-1991), The Future of Juvenile Justice: Is it time to Abolish the System,
81(1) Journal of Criminal Law & Criminology pp. 136-155.
Dey, Eugene (2009) “To Die Well”, Journal of Prisoners on Prisons, 18(1&2): 59-70.
De Giorgi, Alessandro (2014) "Reform or Revolution: Thoughts on Liberal and Radical
Criminologies" in Social Justice Vol. 40 Issue 1/2, pp. 24-31.
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Dyches, Richard (2009) “Prisoners’ Families: The Forgotten Victims”, Journal of Prisoners on
Prisons, 18(1&2): 72-80.
Elliott, Elizabeth M. (2011) “Restorative Justice: A Vision of the Good”, in Security with Care:
Restorative Justice & Healthy Societies, Halifax: Fernwood Press, pp.63-79.
Flynn, Ned (1997) “Birth of the Blanket Protests”, Journal of Prisoners on Prisons, 7(1): 65-68.
Guanipa, Yraida (2011) “Commentary on Imprisonment, Prison Labour and Re-entry”, Journal
of Prisoners on Prisons, 20(1): 23-34.
Hemmings, Annette and Jerry Lashuay (2009) “Throwaway Kid: A Case of Responsibility of,
and for, Juvenile Lifers”, Journal of Prisoners on Prisons, 18(1&2): 39-58.
Horii, Gayle (1994) “Disarm the Infamous Thing”, Journal of Prisoners on Prisons, 5(2): 10-23.
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in Prison”, Journal of Prisoners on Prisons, 18(1&2): 22-28.
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Websites
International Conference on Penal Abolition
(portal to abolitionist campaigns and literature) – http://actionicopa.org
Canadian Association of Elizabeth Fry Societies
http://www.elizabethfry.ca/
Prison Justice.ca
http://www.prisonjustice.ca/
United Kingdom
European Group for the study of Social Control and Deviance
http://www.europeangroup.org/
Prison Media Monitoring Unit
http://www.jc2m.co.uk/pmmu.htm
Rethinking Crime and Punishment
http://www.rethinking.org.uk/involve/what/
Critical Resistance
http://www.criticalresistance.org/
Metaphoria (War)
http://www.metaphoria.org/
The Real Costs of Prisons Project
http: //www.realcostofprisons.org/index.shtml
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