Arguably the most important parallel between mass incarceration and Jim Crow is that both have served to define the meaning and significance of race in America. Indeed, a primary function of any racial caste system is to define the meaning of race in its time. Slavery defined what it meant to be black (a slave), and Jim Crow defined what it meant to be black (a second-class citizen). Today mass incarceration defines the meaning of blackness in America: black people, especially black men, are criminals. That is what it means to be black.

In the war on drugs, state and state law enforcement agencies have been rewarded in cash by the federal government - through programs like the Edward Byrne Memorial Grant program - for the sheer numbers of people arrested for drug offenses.

The prison-industrial complex employs millions of people directly and indirectly. Judges, prosecutors, defense attorneys, prison guards, construction companies that build prisons, police, probation officers, court clerks, the list goes on and on. Many predominately white rural communities have come to believe that their local economies depend on prisons for jobs.

I think that we need to begin talking about what does it mean to create these safe spaces in our communities, to begin welcoming one another into our homes and into our communities when they're returning home from prison, people who are on the streets. We need to begin doing the work in our own communities of creating the kind of democracy that we would like to see on a larger scale.

The nature of the criminal justice system has changed. It is no longer primarily concerned with the prevention and punishment of crime, but rather with the management and control of the dispossessed.

Nationwide about 1 in 7 black men are temporarily or permanently disenfranchised due to felon disenfranchisement laws.

It's important to teach students about the reality of the system, that it is in fact the case that they are being targeted unfairly, that the rules have been set up in a way that authorize unfair treatment of them, and how difficult it is to challenge these laws in the courts. We need to teach them how our politics have changed in recent years, how there has been, in fact, a backlash. But we need to couple that information with stories of how people in the past have challenged these kinds of injustices, and the role that youth have played historically in those struggles.