Literacy Programs for Incarcerated Youth in the United States
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Abstract
Incarcerated youth in the United States face many barriers to literacy learning. This paper collects and analyzes research on literacy programs in juvenile correctional facilities. The review of literature reveals a troubled institution lacking resources and clear solutions. Few articles deeply consider students’ cultures, literacy identities, and voices. This discovery suggests that new approaches to research of incarcerated youth’s literacy learning are needed. The paper calls for research that investigates and observes how literacy identities of incarcerated youth can be utilized to increase literacy learning both within and outside the correctional facility. The author further suggests that this goal could best be achieved by considering the theoretical frameworks of Bakhtin, Freire, and Peck, Flower, and Higgins.
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