Problem 1) Draw upon Rebecca Bromwich's analysis of the death of Ashley Smith to explain how the narratives/stories authorities--such as teachers, corrections officers, and prison administrators--told about Ashley, led to her incarceration, treatment, and ultimate death. (The narratives are identified in 1, 2, 3a-c below): 1. "Challenging youth" (p. 71ff ) 2. "Young Person (YP) Smith" (p.72 ff) 3. "Adult Inmate/Offender" [choose just one of the following a through c to describe]: a. Adult carceral subject (p. 78 - 86) b. Terminal inmate (p. 86 - 93) c. Juridical Death (p. 94 - 102) What does Bromwich mean by the claim that 'these narratives/representations informed the technology of governance' that brought about Smith's "administrative death"? Discuss.
Problem 2) Draw upon the Angela Davis reading (chapter 4) and the Shoshana Pollack reading "You Can't have it both ways" to first explain how-historically and into the present-"gender structures the prison" and briefly clarify why women-centered prison programming is needed. Next, in more detail, explain Shoshana Pollack's account of how women-centered therapy programs, when offered by employees of the prison, function to punish and control women. Why were women-centered therapy programs offered by people who were not prison employees more successful? Discuss.