... as recently as the mid-1970s, the most well-respected criminologists were predicting that the prison system would soon fade away. Prison did not deter crime significantly, many experts concluded. Those who had meaningful economic and social opportunities were unlikely to commit crimes regardless of the penalty, while those who went to prison were far more likely to commit crimes again in the future.

I think it's critically important for people to understand that this system of mass incarceration governs not just those who find themselves in prison on any given day, but also all those who are in jail, on probation or parole, as well as all those who are just months away from being locked up again because they are unable to find work or housing due to their criminal record.

Nationwide, 1 in 3 black men can expect to serve time behind bars, but the rates are far higher in segregated and impoverished black communities.

The so-called resistance is very broad and we don't agree on everything, but there's a moment of opportunity when people are paying attention. It's time for us to really get serious about political education and about our own moral education in this moment, and to seize this opportunity to organize and be in deep dialogue with a whole lot of people who never even thought about being politically engaged or active before. There's real hope there and real opportunity.

The wave of punitiveness that washed over the United States with the rise of the drug war and the get tough movement really flooded our schools. Schools, caught up in this maelstrom, began viewing children as criminals or suspects, rather than as young people with an enormous amount of potential struggling in their own ways and their own difficult context to make it and hopefully thrive. We began viewing the youth in schools as potential violators rather than as children needing our guidance.

In my view, the critical questions in this era of mass incarceration are: What disturbs us? What seems contrary to expectation? Who do we really care about?

Just providing information about how bad things are, or the statistics and data on incarceration by themselves, does lead to more depression and resignation and is not empowering. The information has to be presented in a way that's linked to the piece about encouraging students to think critically and creatively about how they might respond to injustice, and how young people have responded to injustice in the past.