Reading and discussion guide for Arrested Justice (Aleia)

Aleia Johnson

My project, Reclaiming Justice, was inspired by Black feminist theories of liberation such as abolitionism, intersectionality, and the violence matrix. I wanted to create a project that anyone could use to better understand these theories and their real-world applications. Additionally, Beth Richie’s (2012) book, Arrested Justice: Black Women, Violence, and America’s Prison Nation, inspired me. It connected how seemingly rare and individual experiences of violence are intertwined with greater systemic issues. Please utilize this project to gain your own insight into these connections, and the amazing organizations that are fighting for a more equitable society. 

I first began to think of abolition within my “Race and Politics in the United States” course at Carleton College in the fall term of my senior year. I learned about how mass incarceration, the War on Drugs, Neoliberalism, Ronald Reagan’s and Richard Nixon’s campaigns for presidency all perpetuated racial inequity and inequality. As my collegiate career continued and I entered into my Senior Seminar,  I began to think critically about the purposes of the Prison Industrial Complex and the School to Prison Nexus. It became clear that prisons were not aimed at reintegrating people into society. Instead, they separated them from their communities and (in many cases) contributed to a civil death. Additionally, the school to prison nexus did not teach students the ability to critically think - rather, it swallowed them whole and placed them in a system that was difficult to escape. Abolition became a means of liberation, a way to ensure that human beings were seen as just that - humans. 

The Prison Industrial Complex does not benefit society. It separates families, and prevents youth from being able to reach their full potential. Instead of being funneled into this system, abolitionist teachings prime students to critically think and use their knowledge to change society. Yet, in order to do this, students must learn about the existence of inequities and inequalities within the contemporary United States. Furthermore, teachers must use culturally sustaining pedagogy to ensure that each student feels heard and valued. 

Therefore, I argue that abolitionist teaching should be a framework for education. Students should be allowed to utilize their own culture and languages within the classroom. Ethnic studies must remain an extracurricular option within schools and incorporated into classes that are required within Minnesota curriculums. 

However, I do not have all the answers about how one would implement abolitionist teaching. I often ask the questions, “How could this be implemented in public schools?”; “Are there ways to circumvent backlash?”; “What kinds of training can teachers receive to ensure they are prepared and set up for success with abolitionist teachings?” Nonetheless, I do have a few proposals. 

One would be to remove police officers from schools and instead increase the amount of mental health professionals. Furthermore, instead of out of school suspensions, students could have one-on-one discussions with a mental health professional to determine next steps. These next steps could be volunteering around the school as part of a disciplinary action plan, changing classes if current courses are not fitting their needs or wants, and/or meeting with a mental health professional or safe adult a few times a week. Additionally, if a student is struggling to keep up with their schoolwork, they could have time set aside (before/after/or during school) to meet with that tutor and get the help they need to be successful. 

Students should also be encouraged to critically think about issues occurring in their communities and act on them. These could include service projects, or independent research, with organizations within their communities. Finally, students should experience ethnic studies and LGBTQ+ studies within their classrooms. 

After learning more about the intersection between mass incarceration and Black feminist anti-violence organizations, I wanted to create a reading guide that would allow others to begin to better understand the systemic consequences of violence against women. Furthermore, it’s important that everyone has access to a set of questions that would allow them to begin critically thinking about how certain policies affected Black women in low-income areas. Beth Richie’s book, Arrested Justice (2012), presented itself as the best way to connect seemingly individual issues with broader patterns while also allowing the readers to understand how we all can create a better future.