New Prison Rape Prevention Regulations Will Spare Many Years of Pain–Here’s Why

I’ve written several times on this site about the issue of prison rape. Most recently, I brought up  the Department of Justices foot-dragging in implementing the Prison Rape Commissions’ recommendations on rape prevention. Among both correctional staff and inmates rape  is too often an accepted and expected consequence of being in jail. It’s just the old predator/prey food chain. In an excellent article entitled “Rape Should not be Part of the Penalty for Prisoners”  The Advocate  cogently spells out  why these regulations are so vital. These new rules for prevention will–I hope–relieve the suffering of so many prisoners, young and old.

Kids in Adult Jails: A Different Kind of Commencement

Reblogged from Kids in the system:

Now that all the high school graduations are over and the backyard barbeques celebrated, I’m finally coming down from the contact high of all that youthful exuberance and optimism.

It’s easy to get swept up into those good feelings. But now as I move into summer’s quieter months, I can’t help thinking about the high school students I taught in a county penitentiary and what “commencement” meant for them.

Read more… 801 more words

As June and all the excitement of school graduations comes around I thought I'd repost this piece about what it's like for incarcerated kids facing the world after being locked up: a different type of commencement.

Confessions of a “Failing” Teacher

Like most teachers I’ve gotten some praise from my high school students over my 26 years of teaching—a lesson “wasn’t bad,” or a particular class was “sorta interesting.” I’ve even been told that I was a “pretty good teacher.” High praise coming from teenagers.

But the truth is I wasn’t a “good teacher.” I was a “failure,” at least according to America’s “education reformers”—that “odd coalition of corporate-friendly Democrats, right-wing Republicans, Tea Party governors, Wall Street executives, and major foundations” as Diane Ravitch aptly defines them—because the kids I taught consistently lagged behind their peers in every measure, performing well below grade level, failing state standardized tests.

Given the present state of teacher evaluations, with a significant portion allotted to student performance on mandated tests, I’d be in big trouble if I hadn’t left teaching recently. I certainly wouldn’t get any bonus pay. If it were up to the Obama Administration I might not even have a job since I would be one of those teachers who, as the President noted in his 2012 State of the Union address, “just aren’t helping kids.” And if I still taught in New York I’d be facing the prospect of having my name and ratings published in newspapers and on the internet if the Legislature gets its way in what the New York State Union of Teachers called the “name/shame/blame game.”

But I know that I wasn’t a “failure,” and more importantly, that the hundreds of kids I’ve taught weren’t either. My students were mostly young people of color, living in neighborhoods and families destroyed by poverty and substance abuse, racism and violence, physical and sexual abuse. Overall, life—shaped by their mistakes and by conditions they couldn’t control—left them little time for, or interest in education. Frequently that lack of time and interest led to trouble which led to repeated suspensions, expulsions and in some cases, incarceration.  But sometimes trouble translated into being placed in a small community alternative high school or the jailhouse classroom in the county penitentiary, both places I taught in.

By the time they made it to me, my students were pretty damaged. They hated school. They could barely read or do basic math. And forget about writing. “You expect me to write?” more than one teen squawked in horror at me. But eventually they did. They read, piling up grade levels like some Americans pile up debt. They calculated. They even learned the magic of connecting sentences that made sense.

But by the state’s educational rubric, they didn’t cut it. As noteworthy as their successes were—both academically and behaviorally—they were still “failures” and I along with them: success was only validated by passing the standardized tests.

One of the hardest things I had to do was send kids into those tests who weren’t ready. I tried hard beforehand to get them out of it. I’d explain, downright argue at times, with the school administration that although my students had made solid progress it wasn’t enough to tackle the exam and so they should wait and take it next time. It never worked. “It’s the law,” I was told.

Every time I think about Tyler my palms sweat. Tyler was a jailhouse student, lanky, 16, with an Afro picked out to an angel’s halo. But he was no angel, and he had the missing front teeth and two years at the county pen to prove it. When he first came to class he was reading on a second grade level. For some reason he was determined to improve this time round in school. He came every day, took work to his cell every night and returned it completed every morning. Slowly his reading level increased. He was pleased with himself. You could see it in the almost toothless smile he didn’t bother to hide anymore.

But he wasn’t close to test-ready. When I petitioned to delay Tyler’s exam the administrator refused but offered me her idea of comfort, “Look, it’s okay if he fails. Then he’ll be eligible for remediation.” I couldn’t help shooting back, “Sure, send the kid in so he can get shot down one more time.” I prepared Tyler for that test as best as I could. He worked harder than ever. He was psyched. “I’m gonna ace it, Mr. C.”

You know the end of the story. It’s the same for many damaged kids living in poverty and neglect, factors that the pundits say can be overcome by good, dedicated teachers. Once again Tyler “failed.” He never came back to class for remediation.

If Tyler and kids like him are “failures” then I—and all the other teachers who teach in tough places—are too. But I don’t think we should take the rap alone. As long as our educational policies let students like Tyler down in the name of “reform” and “the law,” continuing the “name/shame/blame game” instead of addressing the social conditions that cripple these kids’ lives and learning, then we as a country are failures as well, in need of some serious remediation.

Originally posted on Beacon Broadside

Department of Justice Has Still Not Issued Rape Prevention Policies

The New York Times has once again taken the Department of Justice to task for not passing the rape prevention polices  recommended by the Prison Rape Elimination Commission’s panel. Things haven’t changed much for prisoners–including the 10,000 kids under the age of 18 locked up in our jails. So I decided to re-post a piece I wrote in Sept. 2010  on this exact topic calling for action. Too many prisoners have suffered in the meantime.

Sex and power — forces rampant in our prison system, thwarted and twisted by the jail culture. Lock up large numbers of the same gender and the frustrated sexual energy is palpable. Likewise, in jail everyone — wardens, correctional officers, inmates — wants power, fights for it, manipulates for it, in a place where everyone is made to feel impotent. The locked up teenagers I taught over a ten year period in an adult county facility and about whom I write in I Don’t Wish Nobody to Have a Life Like Mine: Tales of Kids in Adult Lockup, had a great image for that lack of power: crabs in a bucket, stepping over each other, pulling down the ones closest to the top, so nobody wins.

Sex and power, as everyone knows, are the ingredients of rape. Consequently, the prison rape numbers are high. According to the Bureau of Justice Statistics 88,500 incarcerated adults were sexually abused — by correctional staff or other inmates — in 2009. This number doesn’t include the kids who have been sexually victimized while locked up, an even higher percentage.

Disturbing numbers made even more disturbing by the fact that seven years ago the George W. Bush congress (surprisingly) passed the Prison Rape Elimination Act.

It’s a good bill that raised the alarm regarding widespread prison sexual assaults. It also established the National Prison Rape Elimination Commission to investigate and make recommendations on how best to stop prisoner sexual abuse. In June 2009 the Commission finally released its report setting out certain reforms. However, the Obama administration has yet to adopt those findings.

The recommendations are thorough, straightforward and sensible. Among them, instituting zero tolerance policies of all sexual abuse. Training staff to identify potential sexual assault situations. Teaching inmates their right to report sexual harassment without reprisals. Screening new inmates for their risk of being sexually abused or abusive.

When I read what the Commission suggested I wondered why prisons haven’t already been taking these commonsensical, low cost measures which would have spared thousands of men and women pain and suffering. And I wondered what this failure said about our criminal justice system’s attitude — and our society’s attitude — towards prison rape, and prisoners in general?

But if we really want to get at the causes of prison sexual assaults we have to dig deeper than a commissioned report.

The system is the problem. Our jails are run on a culture of violence. Walk into a jail and you’ll know that violence. Every day I worked in the county jail I was hit by it. The smells of men packed into overcrowded dorms; of exposed toilets; of rancid food. The constant din of the PA system; of the blaring television; of officers and inmates shouting over it all. The sight of a handcuffed inmate being dragged down the hall to the Special Housing Unit by the black-clad emergency response team. Just another day in the county lockup.

A more subtle message of this culture of violence is the dehumanization of the body. Sounds pretty philosophical, but in jail it translates real easy: Your body isn’t yours. You dress, undress, shower, shit under somebody’s eye, electronic or otherwise. You can be stripped down and exposed to cameras; you can be prodded and explored — “cavity searched” — all at corrections’ command. My jailhouse students knew this. During one of corrections’ clampdowns on jailhouse tattoos, one of the kids, a tattoo artist, commented, “The way police see it, when we do our shit, we’re defacing county property.” When human beings are treated as commodities, sexual assault becomes inevitable; and this inevitability fits the public’s’ perception: Prison rape happens. (Yet, can you imagine the outbreak if these attacks took place in any other public care institution?)

Prison rape can only be diminished when we change the culture of violence within our jails. It’s not impossible. It is being done in some prisons across the country where administrators such as Sunny Schwartz in the San Francisco county jails have had the courage and vision to implement programs in restorative justice and violence reduction programs, for example. These approaches, when supported by administrators and uniformed staff, have reduced sexual violence by demanding full accountability from inmates and correctional staff alike while ensuring that each person is valued and respected.

In March, Attorney General Holder told a congressional committee that addressing prison rape “…is something that I think needs to be done, not tomorrow, but yesterday.” Today is “yesterday.” The victims of prison rape can’t wait for another “yesterday.”

Originally posted on Huffington Post

Keeping Juvenile Offenders and Their Families Connected

Arizona’s legislature recently passed a law charging prison visitors a onetime $25 fee as a way to help close the state’s $1.6 billion budget deficit. Middle Ground Prison Reform, a prison advocacy group, challenged the law in court as a discriminatory tax, but a county judge upheld its constitutionality.

Fees like that, slapped on prisoners and their families, couldn’t be more counterintuitive. But then again, so many of our criminal justice policies are just that. Since it is mostly the poor, the desperately poor who fill US prisons, the $25 fee is one more economic hardship offenders’ families have to struggle with. It becomes another bill they have to scramble to pay—that is if they can.

These kinds of charges (and Arizona isn’t the only jurisdiction trying to shift the cost of incarceration to the poor) have even graver consequences. When a family can’t pay the fee their contact with their loved one is limited, essentially cutting an offender off from the only supports he or she has in the outside world.

Psychologists have long known how central it is for an individual to have nurturing people in his or her life in order to develop emotionally, psychologically and socially. This need for a supportive network is even more essential when we talk about the young people who are locked away from family and loved ones in our nation’s prisons and detention centers.

As anyone who has worked with kids in the penal system knows on a gut level, it is crucial to have families and other supportive community members involved in young offenders’ lives as they serve their time. Now, that commonsense intuition has been given empirical strength by studies done by such juvenile justice groups as the Vera Institute of Justice which have demonstrated that maintaining young people’s connection to families is a major factor in helping kids stay out of jail once they are released.

But it’s easy to question whether these families are really such a positive influence. After all, if they were doing such a great job what are their kids doing in jail?

It’s an easy assumption to make until you see some of those family members in the prison visiting room with their sons and daughters. I got to do that at least twice a year when the jailhouse high school where I taught for ten years in a county adult facility had its open house for families and caregivers.

The place was packed with mothers, fathers, grandmothers, grandfathers, aunts, uncles, brothers and sisters, or the people who stepped into those roles when circumstances—AIDS, death, addiction, incarceration, abandonment, all the things that ravage the lives of the poor and disenfranchised—demanded it. It wasn’t easy for many of them to get there. Meals had to be missed. Second jobs skipped. Long cross-county bus rides with tickets to pay for, transfers to be negotiated, at night, often in bad weather. The grandmother of one of my students, Leon, a skinny 15 year old who was finally making progress in class, had to travel over an hour on three buses to get there. It was a trip I knew she faithfully made twice a week to see her grandson. “I wouldn’t miss a visit with my boy for anything,” she told me, reaching over and giving Leon’s hair a playful tug. “But now you tell, Mr. Chura, how’s he doin in class?” That set Leon squirming.

It was a conversation I had over and over during those family visits. Miguel’s uncle who gave me his phone number and urged me to call him if Miguel wasn’t in school. Luis’ mother, frail and  in a wheelchair, holding her son’s hand, telling me how when Luis got out of jail she was moving her whole family out of state to get away from the gangs that ran wild in the streets. “I just want my boys to be safe,” she said, her English halting but her fear and determination palpable.

It was hard to hear in the visiting room sometimes with people chattering in several different languages, children running around, little brothers squealing when their big brother in his funny orange jump suit picked them up, mothers crying, locked-up sons trying to explain, promise, console. It was hard to hear but it was easy to know what was going on: Families—fragile, fragmented, strained, mending—were desperately trying to stay a family.

Many of those visitors would be willing to admit that they hadn’t done such a good job at maintaining the family bond, but that they did the best they could given the problems they had to face. Like Luis’ mother the determination was there but the resources weren’t. If we as a nation are serious about reducing crime (and not just by increased incarceration) it is important that we not put more obstacles in the way of young inmates’ families but rather that we give them the opportunities and resources to develop and sustain those crucial connections. It’s an investment that’s worth losing 25 bucks over.

Originally appeared on Juvenile Justice Information Exchange

Juvenile Justice and the Season of Hope

If anyone doubts that the young people locked up in our jails are children they should spend some time in one of those prisons around holiday time.

I did just that for the 10 years I taught high school students, some as young as fifteen, in an adult county jail, and every year it got tougher to deny the impact being locked up for the holidays had on these teens.

Jail’s a pretty isolating place. That’s one of the ideas. But in lockup they watched a lot of TV—that great purveyor of culture—and so despite all that concrete and steel and lack of freedom the holidays still seeped in. Christmas carols. Happy families. Cozy couples in front of the fire. Children happier than any of my students had ever been. Promises of peace and joy. And of course, the must-have merchandise. The holiday message blared out day and night on the blocks. Even the din of 40 teenage boys in an overcrowded dorm shouting, rapping, arguing, cursing; of correctional staff barking out orders; of the PA system announcing clinic, lockdown, lights out couldn’t compete with it. Christmas just wouldn’t leave you alone.

So day after day I watched as the holiday spirit got to these young guys. Of course they would never say out loud that it was hard being locked up for Christmas. After all they were tough and had been around more than the block. But like many troubled teens they had their own language of grief. As the weeks of cheery ads piled up, as the carols grew louder, and the TV images of happiness became more insistent, life in lockup became more tense and violent. Food trays got thrown. Noses broken. Food extorted. Threats made and followed through. Codes were called and the emergency response team, sinister black-clad, helmeted Santas, ran down the halls to haul off kid after kid to long days of 23 hour isolation in disciplinary lockup.

“Home for the holidays” held no magic for my jailhouse students. For most of them there wasn’t much out there. Many had long been abandoned or thrown out by whatever remnant of family they had left. Like Ray who was taken from his mother at 5. “She was really messed up on drugs, and my pops was doin’ his first long bid up in Attica,” he explained to me with a fierce family loyalty I couldn’t quite understand. But he didn’t defend his Aunt Sally. She took him out of foster care when he was a little older (“She needed the money”) and locked him up at night with a bucket to pee in. Then one year just a few days before Christmas she kicked him out into the streets. But she didn’t dump him completely. She kept getting and cashing his SSI checks. I taught a lot of Rays over my 10 holidays in the county lockup.

My first Christmas in jail I brought all my students small gifts, mostly car, sports or music magazines, colored pencils, favorite candy bars, just something they could open Christmas morning. I managed to do it somehow; I wasn’t aware that I had broken procedure. But I heard about it soon enough from the warden who gave me a thorough dressing down for “bringing in contraband.” Luckily I kept the job, but more importantly I’ve kept the construction paper “Thank you” card the guys contrived to make and sign for me. After that Christmases became even more bleak and barren.

While I was writing my book, I Don’t Wish Nobody to Have a Life Like Mine: Tales of Kids in Adult Lockup, my working title was Children of Disappointment. The more I got to know these young throw-aways, the more I heard their stories of struggle from an early age, the more I realized how all the adults in their young lives had dismally failed them—families, schools, churches, communities, the child welfare system, the very nation that claimed children as a cherished and protected resource. This time round I was the slow learner. My students, still so much the children they had always been, had gotten the lesson years ago and had been living with these disappointments most of their lives. It took me awhile but I finally understood.

Nevertheless it is still the season of hope and light, of rebirth and possibilities. I’d like to think that we as communities and a country can do what must be done so that the lives of other at-risk children are shaped not by the cold, recurring reality of poverty, neglect and disappointment but by the compassion and good will we all hope to feel at this time of year.

Originally appeared on Beacon Broadside

Girls and Young Women in the Juvenile Justice System: A Growing Population

It was like a giant switchboard, the kind you see in 30s and 40s movies, a bevy of operators plugging in a crisscross of wires, taking calls, making connections, a cacophony of chatter.

That image came to me recently as I walked into the lobby of the MassMutual Center in Springfield, MA. The only difference was that the conversations filling the hall were about the same thing: girls and young women in the juvenile justice system.

We were there—teachers, social workers, lawyers, mentors, youth workers, college students and professors—for the Through Her Eyes conference sponsored by the Center for Human Development, a regional social services agency. This annual gathering, now in its seventh year, came about when a number of professionals expressed concern over the increased number of at-risk young females in “the system,” and the need for “best practices” to help this growing population. The Center for Human Development stepped up to address their concerns with the first Through Her Eyes conference in 2004.

This increase isn’t just a regional issue, however. It is a nationwide trend. According to the Institute on Women & Criminal Justice the number of women in prison has grown 832% in the past three decades. (The male population grew 416% during the same period.) Of this population African American girls and young women are the fastest growing group. The Department of Justice reports that black females are 2.5 times more likely to be arrested than Hispanics and 4.5 times more likely than whites.

But numbers don’t tell the whole story. They don’t tell what it’s like to be abandoned by your family, the child welfare system, your school and community; to be physically and sexually abused; to grow up in poverty and neglect; to have your life controlled by drugs, alcohol and sex.

The conference participants, though, had firsthand experience of what life was like behind the data. They had sat with these young women in emergency rooms and clinics, stood with them before the judge, listened with them as the school principal refused to give a girl one more chance. That day at the MassMutual Center they were there to share what they had seen Through Her Eyes and to learn other ways to help these vulnerable, much neglected and almost invisible young people.

As a teacher in an adult county prison I taught high school English on the female unit several days a week. Tell people you teach locked-up girls and you can see all the images they’ve ever heard of or seen in B-grade women-in-prison movies flash across their faces: violent, tough, sadistic, sinister. I’m not sure people believe me when I tell them that none of those stereotypes really fit. Not that my students, some as young as 15, didn’t don one of those masks if they had to. After all, jail is jail and you have to survive. But in the brutal hierarchy of prejudice incarcerated girls and women are on the bottom rung. Society demonizes them as irredeemable while the prison system infantilizes and insults them. (The Warden—a white, middle-aged man—for the female unit where I taught  rationed toilet paper and tampons in order to save money.)

But when these girls came to school they were what they most wanted to be—teenagers living a “normal life.” It was a struggle since none had ever had a normal life. Not Heather who after her mother died of AIDS got hooked on crack at 12 years old and took to prostitution to support her habit. Nor Ayesha whose mother refused to name her, leaving the hospital to fill in her birth certificate, “No Name.” As Ayesha was handed down from foster home to group home to detention center she would give herself a different name. “That way I get to feel like a new person each time.” And certainly not Eppy, unless a normal life means being physically and sexually abused first by her brother, then by her uncle, and finally her boyfriend. Until in desperation and self-defense she stabbed the boyfriend with a screwdriver.

Each of us had stories like that to share during the conference. As the day wound down another image, a phrase really, came to my mind, “Only connect.” It was from E.M. Forster’s 1910 novel, Howards End. “Only connect…and human love will be seen at its height.” It was as old fashioned perhaps as that switchboard image, and maybe only an old English teacher like me would think of it. But for me it summed up the focus of the conference day and the purpose of the work so many professionals like us did across the country: to give the girls and young women lost in the juvenile justice system what we all want and need—a connection to a better life and a share of human love at its height.

Originally appeared on Juvenile Justice Information Exchange

Kids in Adult Lockups Get a Voice: Their Lives Portrayed

MSNBC has done a documentary, “Young Kids, Hard Time” on young offenders who are doing time in adult jail. Young people caught up in the adult  criminal justice system have so few advocates in the face of such a huge, punishing monster and so few people have any real concept of what life in these facilities is like for them that something like this documentary can only  help to erode some of America’s hardheartedness and ignorance.

First the Good News: Juvenile Offenders (May) Get Some Justice

There’s been some good news in the media lately for anyone who cares about kids and justice. Federal statistics show that the number of juvenile offenders in jail has dropped by at least 25%. Along those same lines, the New York Times recently reported that New York Chief Judge Jonathan Lippman has called for moving most juvenile cases from criminal court to family court, where kids will get more help than punishment, thus adding his voice to the excellent work of the New York Center for Juvenile Justice. In the Boston Globe, criminologist James Alan Fox wrote that the Massachusetts law that requires all juveniles convicted of first-degree murder to be sentenced to life without parole “has not reduced juvenile murder”—and he has the numbers to prove it. And, supporting all these concerns, the Annie E. Casey Foundation’s No Place for Kids: The Case for Reducing Juvenile Incarceration hits hard at the waste of both taxpayer money and human potential when states lock up young offenders.

Good news, right? So why with all this good news and media attention do I still get cranky about kids in adult jails? Because the 1962 New York State statue setting the age for criminal responsibility at 16 is still law. It is still law even though it was supposed to be a temporary measure until research was conducted (the research was, of course, never done). I’m still cranky because in Massachusetts 59 people are serving life sentences with no chance of ever getting out for crimes committed when they were too young to vote, some of them when they were too young to drive. Because a recent Gallup poll found that two-thirds of Americans think crime is worse than it was last year despite data showing the opposite. Because lawmakers respond more to the electorate’s fears than to commonsense and compassion.

But I’ll give you an even better reason why I’m cranky. I’ve seen firsthand what happens to young people caught up in the criminal justice system. Meanwhile, studies are conducted (or not), reports are written, and statistics analyzed; pundits study the issues and experts testify before commissions.

For ten years I taught kids locked up in an adult county jail and watched how the penal system corrupted and eroded their humanity. That’s easy to do when you take away people’s identity. Give them a number instead of a name; call them “criminal,” “inmate,”  “thug,” and you take away their dignity—and their rights—the way we do when we label people “illegals.” Suddenly it’s okay to stop someone and demand their “papers,” to deny their families medical care, their children an education and the protections of the law.

The locked-up kids I taught were forced to eat food banned in public schools years earlier. To go without eyeglasses they needed to read, to navigate safely in a perilous environment, eyeglasses they had when they were booked and somehow never got back to them.  Worse yet, many of these young people went without the psychotropic medications they had been on for such conditions as depression, bipolar disorder, attention deficit, and psychosis. When those untreated conditions made them hard to handle they were punished, thrown into solitary confinement, where, with no human interaction or mental health treatment, things only deteriorated.

I had students come to class with jaws swollen, and not from some brawl on the block the way you might expect would happen when you lock up together 40 or so teenage boys. The swelling was because of an abscessed tooth, and there was no dentist to take care of it because he only came every other week, or because the sick call form I helped them fill out somehow “got lost.”

Other medical treatment, when it was available, was often perfunctory and inadequate. One young man I worked with, Toro, a young Guatemalan who was always respectful to anyone in authority, received 30 day lockdown—23 hours alone in a cell with a half hour to clean up and a half hour to do PT—because he refused to take the unidentified pills the nurse was giving him. “All I wanted to know was what the pills were for,” he told me. “I didn’t know. I’d never taken them before and nobody would tell me.”

None of us, no matter what conditions we’re forced to live in, easily gives up our humanity, and the young men and women I saw at the county penitentiary were no different. But their resources—family, education, community, health, spirituality—the kind of resources that help all of us hold firm to who we are, were meager even before they were incarcerated. Maintaining even a kernel of humanity in the face of such daily deprivation was near to impossible.

If it all sounds bleak that’s because it is. But I say let the good news roll—the reports, the endorsements, the calls to action—but let’s do something about the harsh, demeaning, counterintuitive prison conditions we force young people to live in while insisting that they grow and change. Until then, whether it’s the 45,873 16- and 17-year olds arrested in New York last year or the 57 juveniles serving life without parole in Massachusetts, or just one kid locked up somewhere in the country, I guarantee I’ll be cranky, very cranky.

Changing the World for Kids, One Book At a Time

She was pretty upfront about it: she didn’t want me there.

“It’s not you personally,” Marge explained. “It’s the book.”

Marge was the moderator, researcher, engine, really, of a local reading group. She was good at what she did, I was told, and I believed it. She was pretty thorough at listing all the reasons why she didn’t want to read or recommend to the group my book I Don’t Wish Nobody to Have a Life Like Mine: Tales of Kids in Adult Lockup, about my ten years teaching teenagers in adult detention.

“The title, for one. It’s all wrong. Even the third graders I used to teach would know that it wasn’t correct,” she started off. “It’s just poor grammar. And what about that cover? It put me off.”

I happened to think Beacon Press did a terrific job with the cover—the title, in hip-hop script on a blue background and, in profile, the photograph of a young African American male, sixteen at most, looking out at the reader with a somewhat challenging look yet with the inevitable vulnerability of any teenager.

But I knew where Marge was headed.

“Besides, I don’t like the topic, sounds too depressing,” she said. And then she got blunt. “What’s it got to do with me?”

I’d heard the objections before, although not quite so frankly stated. I did some mild reassuring, but I didn’t work at it. I knew that Marge had called to invite me to speak to the group despite her opposition. Two friends who were a part of the book club had read the book, liked it, and lobbied for it.

When I arrived at the community center the night of my talk, I thought things might have changed.

“We don’t usually do refreshments, but I thought this time it might be nice,” Marge said, greeting me warmly at the door, then leading me to a table covered with plates of home-baked cookies and pastries, a coffee urn, and two pitchers of fresh-squeezed lemonade.

And indeed things had changed. At first when Marge introduced me, she was true to form. I winced as she laid out all her objections and doubts about the book in excruciating detail. “Oh boy, what kind of night is this going to be?” I thought.

But then, with equal clarity, Marge told the group of about thirty how the book had changed her thinking and answered all her doubts. How she understood now that the title reflected the fractured yet still human lives of many of the kids I wrote about, especially Ray, the young man who was damaged by years of abandonment and drugs, and from whom I took the quote for the title. She said how the cover itself mirrored these kids’ lives—on the one hand it showed the fragile world of childhood with the book jacket’s blue background and playful lettering, and on the other, the gritty world of the streets with that scowling, discontented-looking young man. How, yes, the stories that she expected to depress and alienate her did make her sad at times, as she learned about these children’s lives in and out of jail. Yet at the same time they made her smile and laugh and admire those same children for their resilience and generosity and willingness to forgive society for what it had done to them, although society didn’t forgive the children for their mistakes.

“It was pretty obvious to me by the end of the book that I had a lot more in common with those kids than I could ever have imagined,” Marge concluded.

Listening to Marge, I smiled to myself and began to wonder why I’d made the trip there (well, there were those delicious-looking brownies), since she was telling the group all the things I would have said.

And I wondered if Marge realized that what had happened to her is what I always hoped would happen whenever I handed one of my locked-up students a book: their perceptions of the world would shift; that places they’d never been to, were excluded from, would open up to them; that people they’d never gotten the chance to meet, or who they refused to meet because of all the protective barriers they put up, would suddenly became more like them than they could have ever realized.

I didn’t think Marge, now, after reading the book, would mind being in the company of Warren, who, finally, at the age of fifteen and reading on a fourth-grade level, had completed his “first-ever book,” as he put it, or Frankie, who made it through a long stint in solitary confinement devouring the novels (all good ones, I might add) I brought him; or Larry, who began to see that even a life like his wasn’t foreign to the pages of literature after he finished reading Richard Wright’s Black Boy.

Readers like Marge and Warren and Frankie and Larry and all the others out there are the reasons why writers like me write their books and why teachers like me stay in the classroom despite the struggles. We want to do nothing less than change the world (and a few hearts while we’re at it) book by book.

Originally posted on Beacon Broadside