The New Jim Crow : Mass Incarceration

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Book Review Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness The premise of the ‘The New Jim Crow: Mass Incarceration in the Age of Colorblindness’ by Michelle Alexander, is to refute claims that racism is dead and argue that the War on Drugs and the federal drug policy unfairly targets communities of color, keeping a large majority of black men of varying ages in a cycle of poverty and behind bars. The author proves that racism thrives by highlighting the African Americans ' reality as it is today. Virtually in many states, convicted felons cannot vote resulting in an extraordinary amount of African Americans barred from voting. A large number of blacks have served time in prison as a result of…show more content…
It is a known fact that the Civil Rights struggles of the late 1950s and early 1960s apparently ended the Jim Crow era after the passing of the Civil Rights Act of 1964 and as well as the Voting Rights Act of 1965. The book illustrates, on the other hand, that the racial caste system has not finished; it has essentially been overhauled. Nothing gets more consideration in the current educational discussion than the subject of how to evaluate what students learn – an assessment that depends fundamentally on how said students are being taught. Michelle Alexander’s, ‘The New Jim Crow…’ is best taught to high school students in a U.S. History survey class by using a colloquium approach requiring them to read, think and discuss. Said approach is ideal because it fosters intellectual curiosity and intellectual freedom. This should not be a course in which a lecture is given requiring the audience to listen. It is a course in which one takes an interest effectively in the discourse of inquiries that are vital. Common to all colloquium courses this class must include intensive writing, a huge extent of artistic writings, much class discussion, research, a sensible expansiveness of substance, and adaptability for understudy creativity. Under the guidance and direction of the teacher, the students should grapple aloud with the ideas they’ve read. They learn to form arguments and support them with facts; they learn to communicate coherently and
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