"Grady Hillmans lyrical prose offers a deeply researched and thoughtful accounting of arts-in-corrections programming offered in multiple states. This is a unique and highly useful guidebook providing invaluable insight and historical context for prison arts researchers, practitioners, and policymakers."
Larry Brewster, Ph.D., Emeritus Professor and Dean, University of San Francisco
"Arts in Corrections: Thirty Years of Annotated Publications by Grady Hillman is a tour de force. Hillman, who has been working as a teacher, researcher, and poet in prisons in the United States and abroad for over four decades shares a collection of writings that not only illuminate his experiences and partnerships but also help to map out the rise and effects of mass incarceration from an eye witness point of view. He shares poetry and keen insights for policymakers, scholars of prison studies, anthropologists, and artists. Within this book, there are so many examples of the liberatory power of the arts rounded out by Hillman's keen observations, humanistic depictions, strategic understanding, and beautiful writing."
-Rachel Marie-Crane Williams, Ph.D., Dean of the Division of Liberal Arts at the University of North Carolina School of the Arts
"Grady Hillman, a poet and educator, provides an invaluable guidebook for creative arts facilitators based on his professional lifetime of experience. Specifically, the text provides an annotated compilation of textual resources related to work he undertook as an arts instruction practitioner and consultant between 1983 and 2022. These materials are presented in chronological order by year of publication, and structured into five chapters. The contents include anthologies, poetry, curricular examples, models of programme sustainability, and a directory of people and organisations who have been engaged in prison arts education. I highly recommend Hillmans book with enthusiasm to anyone interested in arts education for incarcerated adults and juveniles." - John R. Whitman, Harvard Extension School, Cambridge. International Review of Education https://doi.org/10.1007/s11159-024-10064-y
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