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Mount Tamalpais College

Current Affairs

Pete Brook Awarded the Howard Chapnick Grant for Pulitzer Center Supported Incarceration Project

November 12, 2018 by Mt. Tam College

Pulitzer Center grantee Pete Brook was awarded the Howard Chapnick Grant for his Pulitzer Center supported project, “A History of Prison Photography, Written by Prisoners.”  

The $5,000 grant is awarded to an individual for their leadership in any field ancillary to photojournalism, such as picture editing, research, education, and management.  

The project focuses on Brook’s time as a guest instructor in the Prison University Project (PUP),  the largest prison college education program in the country at San Quentin State Prison, California, for a period of 15 weeks. The course was designed to identify, nurture, and edit incarcerated students’ responses to images.

Pete Brook is a writer, curator, and educator focused on prisons, photos, and power. Primarily, his interest is in the United States’ prison industrial complex and issues of visibility, propaganda, politicisation, and agency. In 2008, he founded the website Prison Photography to log his research and writing. Pete’s work has been featured by The British Journal of Photography, NY Times, LA Times, Philadelphia Inquirer and ACLU.

The W.Eugene Smith Memorial Fund presented the award and posted a video of Brook explaining the motives, goals, and future outcomes of his “History of Photo” course:

Below is Brook’s award acceptance speech, which is also posted on his website: 

There are 28 men 3,000 miles away in California who can’t be here tonight. I wish to acknowledge them. It is only because of their thirst for knowledge, their generosity, and the kind welcome they have extended to me to join them in their classroom that I’m here tonight. My work is indebted to their work.

Tomorrow, I’m speaking to New York high schoolers about our class in San Quentin Prison, and last Monday I asked my incarcerated students what they wanted to say to New York teenagers. They instructed me to begin with this statistic: cumulatively, the 28 men have served 501 years. They will serve many more, and a good number of them will never get out.

If you could meet my students you would be as baffled as I with this figure. They’re committed to improving one another as a group and fiercely curious about the world. They’re accountable, changed and wish to foment change wherever hearts and eyes are open enough.

On behalf of them, I would like to thank the board of the Smith Fund, and the jurors of the Howard Chapnick Grant specifically, for helping us add to the urgent conversation about mass incarceration in the United States.

Howard Chapnick once wrote, “Getting close to the action with the camera does not automatically produce great pictures. Developing a relationship with subjects and an understanding of their lives is perhaps more important than the distance from which you photograph. In order to show what life is like for people in prison, for example, the photojournalist has to know and feel what it’s like to have one’s freedom curtailed and be confined to one room with bars. The photojournalist can only find out by gaining the confidence of the prisoner or prisoners, by drawing out the prisoners thoughts, by getting ‘close’.”

I think the same can be said of writers, teachers, curators and editors who all understand the role that photography has in changing the debate and changing society.

These prisons in the land of the free are ours. Prisons failings and abuses are ours. Let us see them.

I want to personal thank my students: Joshua, CJ, Mesro, Troy, Randy, Greg, Shawn, Andrew, Eddie, Caine, Jerry, Gene, Matt, Lawrence, Ray Jr., Lennie, Vah, L.A., Mark, Achilles, Wakil, D, Michael, Sal and Antwan. I’m proud to call them collaborators.

In summarizing his thoughts about prisoners, Howard Chapnick said, “Getting close is not easy, but it is worth the effort.”

Thank you.

All images were taken in 2016 before Brook’s time at San Quentin by RJ Lozada, courtesy of the Prison University Project.

Attribution: This article originally appeared in the Pulitzer Center on November 12, 2018. Read Story

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: MTC in the News, Perspectives

On Art and Voting—Thinking About Tuesday’s Elections from Inside San Quentin

November 7, 2018 by Mt. Tam College

Prison University Project student and Program Clerk James King writes on voting, art, and rehabilitation.

Right now there is a lot of debate about whether incarcerated people should be given the right to vote. It reminds me of a similar dispute about the value of art in educational spaces. Many of the proponents for voting rights argue that allowing incarcerated people to vote will create better citizens, much in the same way that art advocates argue that a well-rounded education (read: one that values art) will create more well-rounded citizens.

There is a link between art and voting that is fairly obvious. Both are means of expression, and therefore deeply personal. But before exploring the similarities between the two, one fact must be established first.

Art does not rehabilitate.

Art is the result of one’s experiences or perceptions expressed creatively. As such, let’s say a person’s art springs from their unresolved trauma. Said art, like all trauma, may be expressed either harmfully or healthily, but it doesn’t become rehabilitative simply because it’s expressed. That is true, even if it feels good to express oneself. The fact that art, and the response that art generates, is affirming does not necessarily make it rehabilitative.

Sure, there is a basic intrinsic value to self-expression, but what if that expression is ignored, misunderstood, or worse, rejected by one’s peers? In situations like that, the responses to expression itself can further the trauma. Art didn’t save Mozart, Janis Joplin, Tupac, or Jimi Hendrix, any more than it saved Charles Manson.

It’s similar with voting. Imagine, for instance, I bought my potential fiancée an engagement ring, then the night before I popped the question, someone breaks into my house and steals the ring. At this point, I might believe the death penalty is too good for this criminal. Then, a potential law is placed on the ballot. This law will give all burglars life sentences. Hell, yes, I say. Early in the morning, I march down to the voting booth and vote yes. Am I now rehabilitated? What if I vote the same way on the next ten initiatives?

The truth is that what rehabilitates is the commitment by a community to invest in those among them who are traumatized. Compassion and empathy are the bricks. Kindness is the mortar. The work of rehabilitation is painstaking, tedious, with numerous setbacks. A wall goes up, then the wind knocks some of the bricks down before the mortar fully solidifies. Since the building cannot exist without the wall, we replace the bricks one by one.

If the value of art is not in rehabilitation, then what is it? Instead, art’s value springs from something far more basic. Art is expression and expression is a fundamental need of human beings. In fact, I would argue that self-expression is just as essential to life as breathing.

In a similar vein, considering whether voting is rehabilitative misses the same larger picture. Voting is expression. The denial of the right to express one’s self creates a second-class citizen in a society that promotes the concept that we are all created equal. If people are denied their voice in one way, they will surely find another. In fact, it’s important to remember that voting takes many forms. People vote with their actions far more often than they do at the voting booth. Take legalized marijuana, for example. Long before “voters” went to the polls in California and “voted” for legalization, thousands of people were voting for it to be legal. Instead of going to the polling place, they voted with the local weed man.

Voting should be allowed, not because it’s rehabilitative, but because it’s humanizing. If that’s true, then I guess it is actually rehabilitating….for our society as a whole.

Attribution: This article originally appeared in Witness LA on November 5, 2018.
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Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: Current Affairs, Open Line, Perspectives, Published Works

For Each Cage from Which I Break Free

November 1, 2018 by Mt. Tam College

Published in the November 2018 newsletter, which you can read in its entirety here.

My experience with the Prison University Project’s academic conference has been challenging, nerve-wracking, and exciting all rolled into one. Being that this was my first academic conference, it was a learning experience that I welcomed.

On this educational journey, I have discovered that I am more than a prisoner. I am bigger than the cages of racism, poverty, illiteracy, criminality, and prison that have held me captive, in one form or another, since the day I was born. I found that that for each cage from which I break free, my head is held a little higher, my back straightens a little more, my shoulders roll back a little further, and I become a little more dignified.

Now in the shadow of the Prison University Project’s academic conference, I am poised to break free of yet another cage. The I don’t feel like I quite measure up cage. This one I built for myself. I’ve been in it for most of my life. Now I am standing on the precipice of being free. But, at the thought of the academic achievements of those who surrounded me, I shuddered. My stomach churned. My heart raced. Again I was confronted by the am I good enough? cage. Will I fall on my face? I don’t want to do this. It is in this moment of doubt that I’m confronted with the reason I must push forward: the young African American man. His pants are hanging low. He greets me, “What’s up, my n***a, you got the time OG?” I cringe at the “N” word. I say to him, “It’s 9:30 youngsta.” I turn to walk away. Taking a look back to ensure he continues walking, heeding the old prison policy of “staying ten toes down at all times” (prison lingo and mentality for watching my back). As I catch a glimpse of him walking away with his head in the clouds oblivious to what the future holds for him, the moment becomes too real. I see myself in him.

It is 1992, I’m in Jamestown State Prison (Sierra Conservation Center). It is my first prison term. My head is in the clouds. I’m oblivious, unaware of the lives I would wreck and the 24 years that would pass in the blink of an eye as I walked yard after yard in prison after prison. I shake off the nostalgia and regret, with the intimate understanding it is for him and the future victims I hope are never created, that I wrote my conference proposal about social etiquette training as one of the tools needed to help young prisoners. I remember very vividly that the masks I wore were there to conceal my feelings of inadequacy and intimidation, while in the presence of those I had come to believe were somehow more than me. More what, I could not tell you, just more. But once I discovered those little niceties which fostered positive relationships, my confidence grew and so did my belief that I more than measure up to anyone and any challenge.

With this knowledge, I’ve come to understand and appreciate two sayings: to know better is to do better and with knowledge comes responsibility. Now that I know better, I am doing better. My intimate knowledge of the many problems within the judicial system makes me responsible for presenting a solution. Today I am part of the solution, and not the problem.

In the final analysis, when all is said and done, it matters not if any actions are taken as a result of my contribution to the conference. All that matters is that some real rehabilitative actions, or at least plans for future actions, come out of it. Whatever those actions are, however they look, it is my responsibility to contribute my time, effort, and resources to advance them! This—the real possibility for long-lasting systemic change—is what excites me most about the Prison University Project’s academic conference.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: Campus & Community, Campus Events, Creative Writing, Current Affairs, Open Line, Perspectives

November 2018: Letter from the President

November 1, 2018 by Mt. Tam College

Published in the November 2018 newsletter, which you can read in its entirety here.

I am thrilled to share the news that we have begun work to establish an independent college at San Quentin and are preparing to seek accreditation from the Accrediting Commission for Community and Junior Colleges.

The main drivers for this decision are a combination of opportunity and necessity. Most immediately, Patten University, the school of which the College Program at San Quentin has been an extension site since its founding in 1996, is closing. While we have explored the possibility of partnering with another school, we have decided that independence will best allow us to most boldly pursue our vision of providing radically inclusive and academically excellent liberal arts education at San Quentin.

Much of the work that lies ahead has long-since begun: for years we have been working to develop excellent, comprehensive college preparatory, and college-level academic programs. We have also established student-centered, trauma-informed student support systems and administrative policies (for example, in admissions, assessment, advising, conduct, and faculty training) that promote student success. Now the challenge will be to fully build out the infrastructure necessary to support the “back office” side of operating a college—like robust student information management, institutional research, and information technology, including library services.

We are resolved to accomplish this work because we are committed to expanding access to outstanding educational opportunity for people incarcerated at San Quentin, and throughout California. But we are also well-aware of how much our setting a powerful example stands to benefit not only the field of prison higher education, but the field of higher education itself. We intend to serve as a model of academic excellence, universal access, and educational innovation, and as an unapologetically idealistic reminder of the promise and potential of higher education.

As we delve into the realm of institutional research (whereby schools generate data in order to analyze and monitor their own effectiveness, and to continuously improve) we will help reframe the national conversation about the purpose of higher education, and about what “effectiveness” means, and how it ought to be measured. By establishing a college that is committed, in every sense, to meeting its students where they are—academically, socially, psychologically, financially, and geographically—we will help raise the bar on what equity and inclusion mean, and what it looks like when institutions take responsibility for ensuring students’ success. By forgoing all fees and tuition, providing school supplies and materials free of charge, and dispensing entirely with conventional models of student financial aid, we will help overturn assumptions and generate new ideas about how higher education ought to be funded.

By forming an independent, accredited college dedicated specifically to serving incarcerated people, we also intend to challenge the widespread cultural resistance to recognizing incarcerated students as “real college students” who are both worthy and fully capable of great academic achievement. We also hope that this step will allow us to shine a greater light and provide greater support to the efforts of other institutions and organizations to increase access to quality higher education for incarcerated people, whether by providing them with expanded training, technical assistance and financial support, or even eventually partnering with them to form new regional extension sites.

As the field of higher education in prison grows, we believe that the data, ideas, and human capital that our work generates will help strengthen the quality of programs nationally, increase the public’s awareness of their impact (far beyond “recidivism” and cost), and humanize the image of incarcerated people in the public imagination.

By both transforming the public’s understanding of this landscape and continuing to increase access to quality in-prison higher education programs nationally, we will expand the prison-to-college pipeline, broaden the social, academic and professional networks of currently and formerly incarcerated people, and support their visibility and success. It is only a matter of time before criminal justice and higher education policy in the U.S. are fully transformed by the ever-growing movement of passionate, empowered, and educated currently and formerly incarcerated people, working together to create a more just world.

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: Current Affairs, From the President

Education is Changing Lives at California’s San Quentin Prison

October 18, 2018 by Mt. Tam College

In dialogue with Prison University Project student Rahsaan Thomas, Jasmine Haywood, Ph. D, writes about Lumina Foundation’s support for higher education in prison on the Lumina Foundation blog Today’s Students Tomorrow’s Talent.

San Quentin, one of the country’s most notorious prisons and the subject of movies, songs and TV shows, is fast becoming known for something else: rehabilitation.

The prison north of San Francisco is home to the state’s Death Row for men, but also boasts the Prison University Project, along with yoga classes, a coding program, podcast named Ear Hustle, and the San Quentin News, among the country’s best-known newspapers produced by incarcerated men.

“Years ago, San Quentin was notorious,” Rahsaan Thomas, a reporter for the newspaper, told me. “Progressive wardens and incarcerated men have helped shift this culture of violence to one of community and opportunity.”

Out of 20 correctional department staff killed in California state prisons between 1952–2012, half were killed at San Quentin, the last in 1985, according to the California Department of Corrections & Rehabilitation.

Thomas said other incarcerated men, reading about the programs here, often request transfers.

“The offerings at other California prisons are dismal compared to San Quentin,” he said. Simply listing the programs, as innovative as they are, can’t really convey their impact.

Lumina Foundation recently announced it will support efforts to improve access to quality education for people who are incarcerated or have recently been released from prison. One of our initial investments is the Prison University Project, and I got to meet their director, Jody Lewen. My time at San Quentin State Prison convinced me that high-quality prison education can’t solely be aimed at reducing recidivism.

First Impressions

Visiting San Quentin is an eye-opening experience. We entered the grounds through a courtyard surrounded by vibrant rose bushes. The sweet essence of the roses hit me. As I inhaled the very nectar of spring itself it was not lost on me how contradictory that scent was to the very environment we were in.

Past the courtyard and down a service road was the yard. There was a sea of men in all blue cotton outfits — the shirts stamped in bold yellow lettering on the back reading “CDCR Prisoner.”

The men were enjoying the beautiful weather almost as if it was recess time in a school yard. There was a punching bag, picnic tables, a full-length basketball court, pull-up bars, and a tennis court. Next to the court was what appeared to be a baseball field. The base paths were filled with weeds. The pitcher’s mound and home plate area were hard to make out.

As we walked toward a trailer where the staff of the San Quentin News is housed, I looked to my right and noticed a man sitting with his legs crossed in the home plate area surrounded by pigeons and geese.

His arms were extended, and pigeons were perched on them with one sitting directly next to his face on his right shoulder. As he opened his right hand to entice the birds he leaned in to the pigeon on his shoulder and lovingly gave it a kiss. I realized he was fulfilling the natural human tendency to nurture. He felt a deep connection to these birds that those on the outside would certainly consider a nuisance. Despite his captivity, he was connecting with creatures within the prison walls to provide healing and purpose in a space that is filled with consistent deprivation.

‘Nothin’ but time’

The respect the incarcerated men have for Lewen is clear. Their faces light up when they see her. As we made our way through the yard, a young black man approached. “Yo, Jody,” he said. “I got a question for you.”

As he started a conversation about his school work, she lovingly asked: “Can we talk about this later, when I’m not as distracted?”

“Yeah, no doubt,” he said, adding with a sly grin: “I got nothin’ but time.” The chilling reality of his words lingered as he walked away.

After visiting a prison cell in the North Block, Jody took us into one of the Prison University Project classrooms to talk with alumni and current students. The men trickled in one by one, all politely greeting us. Most had just gotten off work. All were clean shaven with sharp haircuts. Some had their blue shirts buttoned all the way to the top, ironed, and tucked into their pants as if to maintain some sense of individualism and professionalism in prison garb.

The first young man who walked in told us about a mentoring program he was trying to start for youth offenders to keep them on track. He was motivated by his own experiences fighting in prison that resulted in a 9-inch scar on his abdomen. One of the men shared how receiving his associate degree inspired both his mother and sister to get their bachelor’s degree.

One Latino male shared his stories of being bullied in school for over a decade.

“The teachers saw me hurt and bleeding and they did nothing,” he said. While the bullying subsided briefly in college, it did not completely stop. He made some bad choices as a result of the trauma he had from being bullied, which eventually led to his incarceration. “And now I have to face the consequences of my actions, but they [the education system] don’t.”

Make it Bigger

The stories we heard illustrated how the institutions that marginalized individuals encounter are designed to limit their success. But ironically, these men have the opposite educational experience in San Quentin. In talking about their experience, all the men said it was the first time in their life that they had teachers who cared, and the first time they were engaged and excited about learning, thus confirming the proven link between mass incarceration and mass undereducation.

Many of the Prison University Project graduates continue to take classes just to deepen their learning. What men gain goes beyond academic learning — they gain empathy, healing, and a purpose

“The education received through the Prison University Project helped incarcerated men like Emile DeWeaver, a 2017 graduate, become a professional writer,” Rashaan Thomas told me. “Several literacy magazines have published Emile’s work and he has an on-line column.”

I asked the men for recommendations and they suggested offering more degrees and expanding the program: “Make it bigger!” they said.

That’s easier said than done, of course. Educational programs like the Prison University Project are hard to come by because of scarce funding. In many cases, academic credits earned in one prison aren’t transferable even to another correctional facility, much less to a college or university. And prison education too often fails to set up students for employability.

All of that needs to change. High-quality correctional education shouldn’t be a priority simply because it reduces recidivism. Access should be a priority because it offers true liberation. In an environment where so many aspects of humanity are stripped away, a person’s knowledge is one of the few things no one can take. And, by having this knowledge upon release, they’ll be better equipped to overcome the stigma of criminality. High-quality education for incarcerated people fundamentally transforms the culture of the prison, the lives of the students, and the lives of their family members. It also gives our country an opportunity to rectify the effects of racial injustice.

Through a grant with the Prison University Project, Lumina will release quality and practice standards that ensure the quality of education in the prison setting, in an effort to ensure that incarcerated people have the opportunity for a high-quality educational experience. As criminal justice reform continues to pique the interest of American voters, more emphasis should be given to the transformative nature of prison-based education — not just for those that are incarcerated, but for the corrections system itself. It is critical that there is support for high-quality models that reimagine prisons as college campuses that can offer the incarcerated a fresh start in life. If we truly believe education is a civil right, we must provide more and better correctional education programs.

Attribution: This article originally appeared on Lumina Foundation’s blog Today’s Students Tomorrow’s Talents on October 18, 2018.
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Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: Current Affairs, MTC in the News, Perspectives

San Quentin—Restore the Right

October 17, 2018 by Mt. Tam College

This August, Brian Beutler of Crooked Media spoke to Prison University Project students in Ian Sethre and Alexandra Blackman’s American Government class about felon disenfranchisement. His story, San Quentin—Restore the Vote, features audio conversations allowing those directly impacted by the loss of voting rights to participate in the debate to restore them. This is well worth a close listen.

 
 
Attribution: This originally appeared on Crooked Media on October 17, 2018.
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Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: Current Affairs, MTC in the News, Perspectives

Jody Lewen ‘82 Advocates Prison Education

October 5, 2018 by Mt. Tam College

This past Wednesday, the Center for Community Values and Actions (CCVA) held a Service Learning reflection panel led by Executive Director of Prison University Project Jody Lewen ’82, who spoke extensively about the project’s impacts.

According to its website, the Prison University Project’s mission is to provide high quality liberal arts education to people incarcerated at San Quentin Prison access to higher education and stimulate public awareness about higher education access in prisons and criminal justice nationwide.

Lewen led three service reflection sessions, held during periods D, E, and F, and spoke to students and faculty members. She wanted to hear students’ thinking about criminal justice and be able to answer any questions regarding the project’s work at the prison, as well as the overall field of higher education in prison, Lewen said.

In the reflections, Lewen not only covered specific details of the program but also put into perspective how the program’s structure is similar to that of the school’s, as she incorporates the value of having no limit to opportunities into the Prison University Project.

One of the main goals of the program is to expose the people incarcerated to new possibilities and to broaden their horizons, she said.

“When we started the CCVA [in 2006], [Lewen] was one of the first speakers that we had because the work that she’s done in her life so clearly fit the objective of the Center, which is to combine education, ethics, and action,” Director of CCVA Dr. Jeremy Leeds said.

On her last visit, the CCVA organized several meetings where Lewen spoke.

“Now that we have a service-learning requirement, including Reflection sessions, we are able to offer reflection credit to students who attend meetings like Jody Lewen’s,” Leeds said. “One potential benefit of the reflection sessions with Jody Lewen is that they allow the attending students to think about how they might use their own education for a public purpose.”

“[The CCVA] decided that [having Lewen speak at the school] would be a great way to open the year in terms of reflection activities,” he said.

Leeds hopes that this week’s reflections taught students about the issues involved in prison education, the prison system as a whole, as well as Lewen’s work, and have allowed students to find ways to become involved in the discussed issues, he said.

Prison has always been a topic of interest of Ragan Henderson’s (12), and the conditions of the incarcerated have always bothered her, she said. Henderson has taken interest in Lewen’s work as a possible field for the future, and she wanted to learn about [Lewen’s] process, what she does, and how the project started, she said.

“The biggest goal for me is encouraging people to think critically about prison, as well as to reflect on the purpose of incarceration and its impact on the incarcerated people and society,” she said.

“I think that liberal arts education is a gateway to power in our society, so the [Prison University Project] helps to create pathways for people coming from disadvantaged positions,” she said.

For this reason, Lewen is interested in the way that liberal arts and higher education can disseminate social capital, in addition to employment and access to positions of power, she said.

Students in the program can receive an Associate of Arts degree, which is equivalent to a community college degree, that may take up to three or four years to achieve in prison, whereas the degree typically requires two years to receive.

The program’s students talk about discovering their own intellect and different disciplines that were unknown to them, Lewen said.

“I definitely want them to be prepared to have jobs that pay enough for them, and I hope that when they get out of prison, [the students] continue their education,” she said.

Attribution: This article originally appeared in The Record on October 5, 2018. Read Story

Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: MTC in the News

One Prison Taught Me Racism. Another Taught Me Acceptance

October 1, 2018 by Mt. Tam College

My first lesson in racial discrimination happened at the maximum-security prison at Calipatria, Calif. An older Mexican dude with the signature handlebar mustache told me in a Hollywood whisper, “Hey, homie, we don’t associate with llantas (tires) around here. The animales (animals) have their own rules. We follow ours. Don’t talk to them too much because someone might feel disrespected, and you’re going to get dealt with.”

Until then, I had thought “homie” meant “homey,” as in cozy and welcoming. Here, though, the word was used to separate me from anyone who was not Mexican. The older “homie” mumbled a list of Mexican rule violations I’d get beat up or stabbed for, most involving interactions with the black guys: The phone on their side of the day room and their concrete tables on the yard were off limits. No eating, lingering or trading with them. And definitely no arguing: If a black guy so much as raised his voice, I was supposed to punch him in the mouth even if it started a riot.

I was 18 years old and scared. With multiple life sentences to serve, I knew I would have to adjust to my life behind bars. I kept to the designated areas. I spoke Spanish most of the time, and I interacted only with people who looked like me.

I did not think of myself as a racist. I had grown up playing with black, Asian and white kids in Southern California. I had attended Asian celebrations, like the Tet Festival in Garden Grove. I had eaten my black friend’s mama’s famous Cajun-fried chicken and stuffed baked potato. I thought I could teeter on the edge of the lines of self-segregation without the racist prison culture poisoning me. But I had to conform to survive.

On the yard, I stood guard at concrete benches next to toilets that reeked of urine, out of “an obligation” to hold what we had designated as our ground. I would sit around a light pole in our area that cast the only shade on the yard because it was prime real estate, at least by prison standards. The racist language of the older Mexicans who had fought in the prison’s gang and race wars became my own. I repeated the stories they told me. After a while, I grew angry and resentful myself. I lost a part of myself because I started believing the rhetoric.

I thought every California prison was segregated. But when I transferred to San Quentin State Prison in November 2016, after 15 years inside, I was appalled to see groups of black, white and Mexican inmates mingling together. The interracial baseball, basketball and soccer league horrified me. Either I was narrow-minded or these dudes were tripping.

At first, I avoided crowds. I walked alone around the yard because I did not know who to trust. I felt out of place whenever I saw people of different races just standing around together joking and laughing. I was uncomfortable with everyone else’s comfort. My old world had been simpler to navigate. Its boundaries had been clear, and I knew how to behave and communicate within them.

Then I began trying to conform to this new norm, at least outwardly. I ran in the San Quentin marathon alongside men of other races. Training was the perfect activity: It let me go along with a group while still telling myself, and others, I was participating alone. When I was running, I could not be accused of depending on anyone else.

Internally, I still struggled. My prejudices were tangled up in my sense of personal comfort, safety, complacency and custom. One evening when I got back from the yard, a black neighbor in my cellblock offered me a burrito. I was hungry, but I automatically declined. He noticed I had hesitated, looking both ways on our tier to see whether there were any other Mexicans around. He said: “Hey, brother, those days are over. This place is different. The people change you.”

My prejudice had been exposed. I felt bare. I felt ashamed I had been unable to see past this man’s skin color, unable to see his kindness and generosity because I had slid too far down the slippery slope of compromise. I wanted people to see me for more than the crime I had committed, and yet I was unable to see beyond skin tone.

I started venturing out of my comfort zone because I wanted to change. I would stop people on the yard to talk about their day. I started befriending guys of different races who were fellow members of a self-help group — men who were also working to heal their family relationships and make amends for their crimes. Our pasts were similar, full of pain, regret and remorse.

As part of these efforts, I joined the San Quentin News, our prison newspaper. The teacher of the weekly journalism class said reporting makes a difference because it informs people about the world and the options out there. For a long time, I did not know there was any reality other than the one I knew. I wanted to help share how the world is much bigger and brighter than what we sometimes see.

When I first started working in the newsroom, the editor in chief, a lanky black man named Bonaru, told me, “See where you fit in, and we’ll help you along the way.” One day, I almost lost it when he scolded me for sneaking a peek at my story on the managing editor’s computer. I was not used to black people telling me what to do. But I checked myself, and he explained the chain of accountability.

Beyond that lesson in interracial work relations, though, he believed in me. After so much time in prison, with few challenging opportunities, I had a serious confidence problem. Bonaru pushed me to learn the computer program I was nervous to use, saying, “Unless you try it, you won’t learn. And if you make mistakes, I’m right here to fix them.” I eventually learned how to lay out a newspaper and Photoshop images. Bonaru taught me that the undo command, ‘Control-Z,’ works in my favor, and he helped me realize there are other things in my life I can fix, too. We still work together today, on neighboring computers. He is one of my best friends and mentors.

Although there are people in San Quentin stuck in a mentality of “us against them,” I have a wide circle of friends of other races, men I confide in and consider my brothers. These friendships have awakened dormant feelings of compassion, sadness and longing. I have come to understand why it was hard for me to see I could live like this and there was an alternative way to think. I see pop culture and even news on television — the few windows I have into the outside world — constantly reinforce racial stereotypes. I see the inequity that fuels racial tensions elsewhere in America. I see how people on the outside are also shaped by their environments. Their behaviors become their beliefs, and vice versa. Despite my fears for my self-preservation, I confronted my biases and worked to change my perspective. Maybe society can do the same.

Attribution: This article originally appeared in The Washington Post on October 1, 2018.
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Filed Under: Current Affairs, Open Line, Perspectives, Published Works

Jody Lewen Named Frederick Douglass 200 Awardee

September 20, 2018 by Mt. Tam College

The Frederick Douglass Family Initiatives and American University’s Antiracist Research and Policy Center have partnered to honor 200 individuals whose modern-day work best embodies Douglass’s legacy of social change. Prison University Project Executive Director Jody Lewen was selected alongside Michelle Obama, Angela Davis, Noam Chomsky, Ava DuVernay, Naomi Klein, Bernie Sanders, and others as a Frederick Douglass 200 Awardee and will be honored at a gala in Washington D.C. in February.

Lewen was named amongst the Educators, “those committed to teaching away bigotry and interpreting ideas critical to human growth through books and film, lectures and laughter, in formal and informal classrooms.”

The list was published in the Guardian and excerpted below:

This year is Frederick Douglass’s Bicentennial celebration. After escaping slavery at the age of 20, Douglass went on to become one of America’s most celebrated abolitionists – tirelessly campaigning against slavery. Beyond his abolitionist work, Douglass was also a politician, writer, feminist, educator, entrepreneur and diplomat.

The Frederick Douglass 200 is a project to honor the impact of 200 living individuals who best embody the work and spirit of Douglass across those areas where he had such an impact – abolitionist, politician, writer, feminist, educator, entrepreneur and diplomat.

The FD200 has been curated and compiled by the Frederick Douglass Family Initiatives and the Antiracist Research and Policy Center at American University in Washington DC, and the Guardian is pleased to partner with them to publish this list. Each week, between now and November, we will publish a list of 10 new people who have joined the FD200. All awardees will be honored at the Library of Congress in Washington DC on Douglass’s next birthday, February 14, 2019.

[…]

Jody Lewen began volunteering as an instructor for an associates degree program at the San Quentin state prison in California in 2002. Her work as an instructor led her to establish the Prison University Project, designed to improve access to higher education for incarcerated people at the facility. Her program has proved remarkably successful, dramatically reducing the recidivism rates of graduates. She continues to advocate for higher education opportunities for incarcerated people.

Attribution: This article originally appeared in The Guardian.
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Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: Awards & Recognition, Current Affairs, From the President, MTC in the News, MTC News

Chan Zuckerberg Initiative Aids Programs

July 30, 2018 by Mt. Tam College

We are thrilled to announce that the Chan Zuckerberg Initiative will provide funding for the Prison University Project along with Ear Hustle, an award-winning podcast about life inside San Quentin.

You can read more about these partnerships in the San Quentin News — a publication that is produced, written, and published by people who are incarcerated in San Quentin.

The Chan Zuckerberg Initiative (CZI) will provide grant funding to the Prison University Project (PUP) and Ear Hustle, an award-winning podcast. Both organizations are based at San Quentin State Prison.

PUP offers more than 350 inmates the opportunity to earn their Associate of Arts degree inside prison. Ear Hustle allows inmates to share their stories about what it’s like to live in prison on a daily basis.

“We are thrilled to support Ear Hustle’s efforts to connect with more listeners, and the Prison University Project’s plan to create new educational opportunities for people in San Quentin,” said Ana Zamora, criminal justice manager at CZI.

“These programs are breaking new ground by helping incarcerated people tell their own stories and make positive change in their own lives and in the world.”

In a statement, CZI said PUP “has been the site of a unique and unprecedented educational enterprise, providing excellent higher education to people at San Quentin,” and it acknowledged how the college program “supports increased access to higher education for incarcerated people across California.”

“The Prison University Project works to transform the U.S. criminal justice system by empowering incarcerated individuals to become leaders and change agents,” said Jody Lewen, executive director of PUP. The college program works “to break down harmful biases that dehumanize the image of incarcerated people in the public imagination.”

“The grant came in at an unbelievable time,” said Nigel Poor, co-host of Ear Hustle. “We didn’t have a big plan when we started. That’s only sustainable up to a point.”

Inmate and Ear Hustle co-host Earlonne Woods said the high-profile grant will show that their work is important. “Ear Hustle has to rely on grants,” he said. “I’m appreciative of CZI in assisting us in our struggles for funding.”

In October 2015, Dr. Priscilla Chan Zuckerberg and husband, Mark Zuckerberg, founder of Facebook, toured San Quentin to get a first-hand look at the programs inside the prison and to talk to inmates.

Aly Tamboura, who paroled from San Quentin in 2016, received his AA degree from PUP and learned computer coding in the Code.7370 program. He now works for CZI as its technology & program delivery manager and was instrumental in the grant funding going to PUP and Ear Hustle.

Poor, who is a tenured professor at California State University Sacramento, taught History of Photography at PUP in 2012 when she first met Tamboura, who was then an inmate-student. “He was a really good student,” she said. “He was really serious.”

After Tamboura paroled, he remained interested in the criminal justice system. While working for CZI, he proposed the idea of grant funding to organizations doing work to improve the criminal justice system.

Poor said she saw Tamboura at a Human Rights Watch conference, and then at a PUP brainstorming conference. Later, he escorted her into the CZI conference room in Palo Alto, California, to discuss a grant for Ear Hustle.

“It was wild,” Poor said. “It’s so uplifting that someone who was incarcerated is now responsible for funding Ear Hustle. If I hadn’t been teaching at PUP, I would’ve never made the connection.”

“A lot of people get out of prison and say what they’re going to do,” Woods said. He said Tamboura didn’t say he would do anything. “But he did. I’m just appreciative of a guy who looked back.”

“CZI’s generosity will allow us to grow in beautiful ways,” Woods said. “We usually hear about the great criminal justice reform work that groups like CZI do and only dream that this sequestered population could directly benefit … well, that dream has become a reality.”

Poor said she believes CZI wants to give voice to people who are voiceless. Through Ear Hustle, stories told by those living in prison are produced inside San Quentin and broadcast to the world with more than 12 million downloads.

In 2016, Ear Hustle won Radiotopia’s Podquest when it was chosen from more than 1,500 contestants from around the world, and it has been in the number one spot on Apple Podcasts.

The Prison University Project delivers the opportunity to the incarcerated to benefit from education in the liberal arts and to use their learning, talents and life experiences to make important academic and collective contributions. It provides training and mentorship to emerging educational programs that provide higher education in California and nationally.

In recognition of its impact and for providing education opportunities to the incarcerated, PUP was awarded the 2015 National Humanities Medal by President Obama.

At its 2018 graduation, Lewen said, “There are people out there that care about the things we care about.”

The Chan Zuckerberg Initiative is a philanthropic organization that is working to build a future for everyone. It uses traditional grant making, advocacy, storytelling, impact investing and engineering to help drive change at scale. Its criminal justice reform program focuses on power building in communities traditionally excluded from policy making and agenda-setting in criminal justice.

Attribution: This article originally appeared in the San Quentin News on July 30, 2018.
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Please note that the Prison University Project became Mount Tamalpais College in September 2020.

Filed Under: Announcements, Current Affairs, MTC in the News, MTC News

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Please note: Prior to September 2020, Mount Tamalpais College was known as the Prison University Project and operated as an extension site of Patten University.

 

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