This book addresses the challenges within teaching Criminology and Criminal Justice, for students studying and academics involved in designing and delivering courses at an undergraduate and postgraduate level. The book highlights a number of contemporary issues through a wide context of themes and reflections of practice. The chapters are arranged in thematic parts: firstly ‘the challenges of diversity and inclusion’ secondly ‘challenges of creating authentic learning environments', and lastly ‘the challenge of creating transformative conversation’. These themes discuss different teaching approaches and present materials which address questions relevant for meeting the challenges. The book focuses on the role and impact of teaching Criminology and Criminal Justice in the real world and explores debates which have autonomy in their questioning and overlapping themes. The narratives reflect upon others’ experiences and explore transformative learning and innovation in Criminology and Criminal Justice.
Author(s): Suzanne Young, Katie Strudwick
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 276
City: Cham
Acknowledgements
Contents
Notes on Contributors
Acronyms
List of Figures
List of Tables
1 Introduction
Addressing the Challenges in Teaching Criminology and Criminal Justice
Themes of the Edited Collection
References
Part I The Challenges of Diversity and Inclusion
2 Exploring the Criminology Curriculum—Reflections on Developing and Embedding Critical Information Literacy
Introduction
Reflecting on Our Criminology Curriculum
Researching Critical Information Literacy
Staff and Student Personal Reflections on the Criminology Curriculum and Curriculum Development
A Sense of Belonging—How the Current Curriculum Includes and Excludes Students and Staff
Reflexive Practice—How Staff and Students Reflect on Curriculum Content
Creation of Resources—Opportunities and Barriers to the Creation and Co-creation of Curriculum Resources
The Importance of Critical Information Literacy for Criminology
Concluding Thoughts
Top Tips: Embedding Critical Information Literacy
References
3 Teaching Criminal Justice as Feminist Praxis
Introduction
Challenges to Feminist Identity and Ideology
Embodying and Embedding Intersectionality
Reflective Practice as Praxis
Making Learning Relevant
Conclusion
Top Tips: Teaching Criminal Justice as Feminist Practice
References
4 Teaching ‘Race’ in the Criminology Classroom: Towards an Anti-Racist Pedagogy
Introduction
Race as a Threshold Concept in Criminology
Pedagogical Reconstruction and Preparing to Teach About Race
Teaching About Race: Facilitating an Anti-Racist Classroom
Conclusion
Top Tips: Teaching About ‘Race’
Notes
References
5 Promoting Success for All in Criminology: Widening Participation and Recognising Difference
Introduction
Promoting Success for All in Criminology: The Widening Participation Strategy
Social and Cultural Deficits
The Skills Deficit and the ‘Ideal’ Student
Deficits and Links to Attrition
Addressing Social, Cultural and Skills Deficits
Conclusion
Top Tips: Promoting Inclusion in Criminology Cohorts
References
Part II The Challenges of Creating Authentic Learning Environments
6 Putting the Cyber into Cybercrime Teaching
Introduction
Criminology and Cybercrime
Interdisciplinary Cybercrime Pedagogy
Pedagogy and Digital Criminology
Applied Socio-Technical Project
Conclusion
Top Tips: Teaching Cybercrime
References
7 Visualising Injustice with Undergraduate Smartphone Photography
Introduction
Challenges in Creating Authentic Assessments
Setting the Scene for Smartphone Photography
Legal and Ethical Challenges
Pedagogical Benefits of Visual Criminology
A Case Study for the Visual Assessment?
Concluding Comments
Top Tips: Visual Learning and Teaching
References
8 Transforming Criminology: Strategies for Embedding ‘Employability’ Across the Criminology Undergraduate Curricula
Introduction
Defining Employability
HE and Work Ready Graduates
HE in Wales
Employability and the Case Study Institution
Meeting the Needs of Employers and Students Through Curriculum Enhancement
Enhancing the Swansea Undergraduate Curriculum
Limitations of the Sample
Results
Decision-Making and Enrolling for a Criminology Degree
Career Aspirations and Choices
Recognition of Transferable Skills
Transforming Cultural Norms: The Teaching Versus Research Nexus
Discussion: A Discrete and Integrated Approach
Measuring Success
Concluding Thoughts
Top Tips: Embedding Employability
References
Part III The Challenges of Creating Transformative Conversations
9 Balancing Sympathy and Empathy in an Emotive Discipline
Introduction
Pedagogies of Empathy
The Challenge of Achieving Empathy When Teaching Penology
Deconstructing Empathy and Sympathy
Achieving Empathy
Conclusion
Top Tips: Teaching an Emotive Discipline
References
10 Reasonably Uncomfortable: Teaching Sensitive Material Sensitively
Introduction
What Is Sensitive Material and Why Does It Matter to Criminology?
Students Prior Knowledge and Engaging Participation
Delivering Engagement
Ensuring Boundaries
Working with and Acknowledging Student Experience
Self-Care and Protection as a Teacher of Sensitive Topics
Conclusion
Top Tips: Teaching Sensitive Material in Criminology
References
11 Decolonising the Curriculum: Who is in the Room?
Introduction
Background Context/Setting the Scene
Who Is Here
Obstacles
The Programme
The Subaltern Voice: In the Room Where It Happens
Confronting Emotion
So What Did We Want Students to Learn, in the End?
Conclusion
Top Tips: Decolonising Learning and Teaching
Notes
References
12 Conclusion: Pedagogical Principles for Criminology and Criminal Justice
Introduction
Pedagogical Principles for Criminology
Create Authentic Learning Experiences
Diversifying the Learning Opportunities
Encourage Difficult and Uncomfortable Conversations
Create Opportunities for Students Within and Beyond University
Conclusion
References
Index
