CHI TIẾT NGHIÊN CỨU …
Tiêu đề
The marginalization of critical perspectives in public criminal justice core curricula
Tác giả
Frederick B.J.
Năm xuất bản
2012
Source title
Western Criminology Review
Số trích dẫn
3
DOI
Liên kết
Tóm tắt
Although critical perspective courses in criminal justice programs have grown considerably since the 1960s, the failure of contemporary public criminal justice programs to require critical perspectives in their undergraduate core curricula threatens to leave students without a framework for discussion of these issues within the greater context of their degree programs. Students must thus look to the other social sciences to further their knowledge in these areas, thereby perpetuating the neglect of criminal justice departments to present these views. Within most academic criminal justice programs, preference is given to the administrative facets of the criminal justice system and the theories and methods of social scientific research; for this reason, even general discussions of critical topics are limited. Furthermore, because many elective courses also focus on various aspects of the administration of justice, critical perspectives are conspicuously absent overall. This paper reveals the extent to which core, cognate, and other required critical perspective courses are marginalized within public criminal justice programs, and how, on average, private institutions require more of these courses.
Từ khóa
Criminal justice pedagogy; Critical perspectives; Eneral education; Liberal education
Tài liệu tham khảo
Abrams, Certification Standards for College/University Criminal Justice Baccalaureate Degree Programs, (2010); Asch A., Critical Race Theory, Feminism, and Disability: Reflection on Social Justice and Personal Identit, Gendering Disability, pp. 9-44, (2004); Barak G., A Reciprocal Approach to Peacemaking Criminology: Between Adversarialism and Mutualis, Theoretical Criminology, 9, 2, pp. 131-152, (2005); Barak G., Doing Newsmaking Criminology From Within the Academ, Theoretical Criminology, 11, 2, pp. 191-207, (2007); Barton A., Corteen K., Davies J., Hobson A., Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Educatio, Journal of Criminal Justice Education, 21, 1, pp. 24-41, (2010); Bottomore T.B., Karl Marx: Selected Writings in Sociology and Social Philosophy, (1956); Brickey S., Criminology as Social Control Science: State Influence on Criminological Research in Canada, Critical Criminology, 1, 1, pp. 43-62, (1989); Cannon K.D., Dirks-Linhorst A., How Will They Understand if We Don't Teach Them? The Status of Criminal Justice Education on Gay and Lesbian Issue, Journal of Criminal Justice Education, 17, 2, pp. 262-278, (2007); Clear T.R., Has Academic Criminal Justice Come of Age?" [ACJS presidential address], Justice Quarterly, 18, 4, pp. 709-726, (2001); (2010); Ferrell J., Hayward K., Young J., Cultural Criminology, (2008); Flanagan T.J., Liberal Education and the Criminal Justice Major, Journal of Criminal Justice Education, 11, 1, pp. 1-13, (2000); Fradella H.F., Owen S.S., Burke T.W., Integrating Gay, Lesbian Bisexual, and Transgender Issues into the Undergraduate Criminal Justice Curricula, Journal of Criminal Justice Education, 20, 2, pp. 127-156, (2009); Henry S., Milovanovic D., Constitutive Criminology: Beyond Postmodernism, (1996); Hensarling M.F., del Carmen A., The 'I' and 'Me' of Criminology and Criminal Justice Students: Symbolic Interaction in an Educational Setting, Journal of Criminal Justice Education, 13, 2, pp. 351-368, (2002); Hopkins-Burke R., An Introduction to Criminological Theory, (2001); Kauzlarich D., Seeing War as Criminal: Peace Activist Views and Critical Criminology, Contemporary Justice Review, 10, 1, pp. 7-85, (2007); Kelley T.M., Reviewing Criminal Justice Baccalaureate Curricula: The Importance of Student Input, Journal of Criminal Justice Education, 15, 2, pp. 219-237, (2004); Kolvenbach H.P., The Jesuit University Today [Address to the presidents and rectors of Jesuit universities and other institutions of higher learning Frascati, Italy], Journal of Criminal Justice Education, 12, 2, pp. 319-336, (1985); Lippens R., Whither Critical Criminology? A Contemplation on Existential Hybridizatio, Critical Criminology, 16, pp. 145-156, (2008); Lynch M.J., Raymond M., Primer in Radical Criminology: Critical Perspectives on Crime, Power and Identity., (2006); Lytle D.J., Lawrence III F.T., Graduate Education in Criminology or Criminal Justice: Assessing Course Requirements, Journal of Criminal Justice Education, 19, 3, pp. 339-350, (2008); Martel J., Hogeveen B., Woolford A., The State of Critical Scholarship in Criminology and Socio-legal Studies in Canada, Canadian Journal of Criminology & Criminal Justice, 48, 5, pp. 633-646, (2006); Michalowski R.J., Critical Criminology and the Critique of Domination: The Story of an Intellectual Movement, Critical Criminology, 7, 1, pp. 9-16, (1996); Mills C.W., The Power Elite, (1956); Morn F., Academic Politics and the History of Criminal Justice Education, (1995); Olivero J.M., Murataya R., Homophobia and University Law Enforcement Student, Journal of Criminal Justice Education, 12, pp. 271-281, (2001); Owen S.S., Fradella H.F., Burke T.W., Joplin J., Conceptualizing Justice: Revising the Introductory Criminal Justice Cours, Journal of Criminal Justice Education, 17, 1, pp. 3-22, (2006); Presdee M., Critical Criminology: The Long and Winding Roa, Theoretical Criminology, 8, 3, pp. 275-285, (2004); Quinney R., Class, Stat and Crime, Classics of Criminology, pp. 124-140, (1980); Quinney R., The Way of Peace: On Crime Suffering, and Service, In Criminology as Peacekeeping, pp. 69-80, (1981); Ratner R.S., Critical Criminology: A Splendid Oxymoron [Issue Editor's Introduction], The Journal of Human Justice, 1, 1, pp. 3-8, (1989); Robinson M.B., Wither Criminal Justice? An Argument for a Reformed Discipline, Critical Criminology, 10, 2, pp. 97-106, (2001); Rothe D.L., Ross J.I., The Marginalization of State Crime in Introductory Textbooks on Criminology, Critical Sociology, 34, 5, pp. 741-752, (2008); Russell S., The Failure of Postmodern Criminology, Critical Criminology, 8, 2, pp. 61-90, (2007); Schrecker E., Many are the Crimes: McCarthyism in America, (1998); Schwendinger H., Schwendinger J., Defenders of Order or Guardians of Human Rights, Issues in Criminology, 5, pp. 123-157, (1970); Southerland M.D., Criminal Justice Curricula in the United States: An Examination of Bacca-laureate Programs 1988-1989, Journal of Criminal Justice Education, 2, pp. 45-68, (1991); Southerland M.D., Criminal Justice Curricula in the United States: A Decade of Change" [Presidential Address], Justice Quarterly, 19, 4, pp. 589-601, (2002); Southerland M.D., Merlo A.V., Robinson L., Benekos P.J., Albanese J.S., Ensuring Quality in Criminal Justice Education: Academic Standards and the Reemergence of Accreditation, Journal of Criminal Justice Education, 18, 1, pp. 87-105, (2007); Spitzer S., Toward a Marxian Theory of Deviance, Social Problems, 22, 5, pp. 638-651, (1975); Volkwein J.F., Parmley K., Comparing Administrative Satisfaction in Public and Private Universities, Research in Higher Education, 41, 1, pp. 95-116, (2000); Williams E.J., Robinson R., Ideology and Criminal Justice: Suggestions for a Pedagogical Model, Journal of Criminal Justice Education, 15, 2, pp. 373-392, (2004); Wimshurst K., Allard T., Criminal Justice Education, Employment Destinations, and Graduate Satisfaction, Australian & New Zealand Journal of Criminology, 40, 2, pp. 218-235, (2007); Wolfer L., Friedrichs D.O., A Commitment to Justice at a Jesuit University: A Comparison of Criminal Justice Majors to Non-majors, Journal of Criminal Justice Education, 12, 2, pp. 319-336, (2001); Wright R.A., Friedrichs D.O., The Most-cited Scholars and Works in Critical Criminology, Journal of Criminal Justice Education, 9, 2, pp. 211-231, (1998)
Nơi xuất bản
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus