CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Mitigating the protective-services orientation in criminal justice: An opening salvo at the university of Winnipeg

Tác giả

Jochelson R.; Kohm S.; Weinrath M.

Năm xuất bản

2013

Source title

Canadian Journal of Criminology and Criminal Justice

Số trích dẫn

DOI

10.3138/cjccj.2011.E.33

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84873441177&doi=10.3138%2fcjccj.2011.E.33&partnerID=40&md5=1df569feee000137b65fe6f997485a63

Tóm tắt

This article traces the development of a criminal justice (CJ) program at the University of Winnipeg and places that development in the context of the growth of criminology and criminal justice fields in Canada. The CJ program at the University of Winnipeg began as a distributed and interdisciplinary major, but through a process of self-reflection and discovery, CJ faculty attempted to build a program that was theoretically oriented while not losing sight of its applied roots. The journey can best be described as a mitigation of the protective-services orientation - a somewhat pejorative description of CJ levelled by critical scholars of crime, law, and society. We situate the development of a CJ program at the University of Winnipeg alongside shifts in the traditional liberal arts model of post-secondary education in Canada and reflect upon some of the emerging challenges that face similar departments in the current socio-economic and political climate. The article attempts to open up debate and dialogue about the nature of CJ education in Canada and offers the University of Winnipeg as a case study of the development of the discipline in Canada in a post-secondary context. © 2013 CJCCJ/RCCJP.

Từ khóa

Community learning; Criminal justice as a discipline; Criminal justice curriculum development; Protective-services orientation

Tài liệu tham khảo

Axworthy L., The University and Community Learning: An Evolving Mission, (2009); Bayley D., The emptiness of curricular reform, Journal of Criminal Justice Education, 2, 2, pp. 193-200, (1991); (1951); Brodeur J.P., Disenchanted criminology, Canadian Journal of Criminology, 41, 2, pp. 131-136, (1999); Report of the Committee Appointed to Inquire Into the Principles and Procedures Followed In the Remission Service of the Department of Justice of Canada, (1956); Chan J., Globalisation, reflexivity and the practice of criminology, Australian and New Zealand Journal of Criminology, 33, 2, pp. 118-135, (2000); Chunn D., Menzies R., So what does all of this have to do with criminology? Surviving the restructuring of the discipline in the twenty-first century, Canadian Journal of Criminology and Criminal Justice, 48, 5, pp. 663-680, (2006); Clotfelter C., Ehrenberg R., Getz M., Siegfried J., Economic Challenges In Higher Education, (1991); Coady T., Why Universities Matter. St Leonards, (2000); Cote J., Allahar A., Lowering Higher Education: The Rise of Corporate Universities and The Fall of Liberal Education, (2011); Craib I., Modern Social Theory: From Parsons to Habermas, (1984); Crank J.C., Imagining Justice, (2003); Cullen F., Fighting back: Criminal justice as an academic discipline, ACJS Today, 13, 4, pp. 1-3, (1995); Dawson T.B., Legal research in a social science setting: The problem of method, Dalhousie Law Journal, 14, pp. 445-472, (1992); Deflem M., Teaching criminal justice in liberal arts education: A sociologist's confessions, ACJS Today, 22, 2, pp. 3-5, (2002); Flanagan T.J., Liberal education and the criminal justice major, Journal of Criminal Justice Education, 11, 1, pp. 1-13, (2000); Frauley J., Representing theory and theorizing in criminal justice studies: Practising theory considered, Critical Criminology, 13, 3, pp. 245-265, (2005); Frauley J., The fictional reality and criminology: An ontology of theory and exemplary pedagogical practice, Current Issues In Criminal Justice, 21, 3, pp. 438-459, (2009); Garland D., Penal modernism and postmodernism, Punishment and Social Control, pp. 11-45, (1995); Garland D., The Culture of Control: Crime and Social Order In Contemporary Society, (2001); Gibbons M., Engagement As a Core Value For the University: A Consultation Document, (2001); Gorkoff K., Jochelson R., Theorizing Justice: Inter-disciplining the Divide, (2012); Hagan J., Why is there so little criminal justice theory? Neglected macro- and micro-level links between organization and power, Journal of Research In Crime and Delinquency, 26, 2, pp. 116-135, (1989); Haggerty K.D., Ethics creep: Governing social science research in the name of ethics, Qualitative Sociology, 27, 4, pp. 391-414, (2004); Hemmens C., Teaching criminal justice: Reply to a sociologist, ACJS Today, 22, 2, pp. 8-10, (2002); Henderson J.H., Boostrom R.L., Criminal justice theory: Anarchy reigns, Journal of Contemporary Criminal Justice, 5, 1, pp. 29-39, (1989); Hunt A., Jurisprudence, philosophy and legal education: Against foundationalism: A response to Neil MacCormick, Legal Studies, 6, 3, pp. 292-302, (1986); Hunt A., The role and place of theory in legal education: Reflections on foundationalism, Legal Studies, 9, 2, pp. 146-164, (1989); Kraska P.B., Criminal justice theory: Toward legitimacy and an infrastructure, Justice Quarterly, 23, 2, pp. 167-185, (2006); Kraska P.B., Theorizing Criminal Justice: Eight Essential Orientations, (2004); Marginson S., Markets In Education, (1997); Martin N., (2010); Menzies R., Chunn D.E., Discipline in dissent: Canadian academic criminology at the millennium, Canadian Journal of Criminology, 41, 2, pp. 285-297, (1999); Mills C.W., The Sociological Imagination, (1959); Morn F., Academic Disciplines and Debates: An Essay On Criminal Justice and Criminology As Professions In Higher Education, (1980); Morn F., Academic Politics and The History of Criminal Justice Education, (1995); Murphy C., Stenning P., Introduction: Criminology research and criminal justice policy in Canada, Canadian Journal of Criminology, 41, 2, pp. 127-130, (1999); Editorial, (2009); Nussbaum M., Cultivating Humanity: A Classical Defense of Reform In Liberal Education, (1997); Owen S.S., Fradella H.F., Burke T.W., Joplin J., Conceptualizing justice: Revising the introductory criminal justice course, Journal of Criminal Justice Education, 17, 1, pp. 3-22, (2006); Parkinson G., Recovering the early history of Canadian criminology: Criminology at the University of British Columbia, 1951-1959, Canadian Journal of Criminology and Criminal Justice, 50, 5, pp. 589-620, (2008); Peterson's Guide to Colleges and Universities, (2003); Editorial, (2011); Sargent N., Labouring in the shadow of the law: A Canadian perspective on the possibilities and perils of legal studies, Law in Context, 9, pp. 65-86, (1991); Scraton P., A response to Lynch and Schwendingers, Critical Criminologist, 11, 2, pp. 1-3, (2001); Snider L., Understanding the second great confinement, Queen' Quarterly, 105, 1, pp. 29-46, (1998); Stenning P., Implications of public service reform for criminal justice research and policy in Canada, Canadian Journal of Criminology, 41, 2, pp. 179-190, (1999); Sullivan R.R., Liberalism and Crime: The British Experience, (2000); Tombs S., Whyte D., Scrutinizing the powerful: Crime, contemporary political economy, and critical social research, Unmasking the Crimes of the Powerful: Scrutinizing States and Corporations, pp. 3-45, (2003); Turk J., The Corporate Campus: Commercialization and The Dangers to Canada's Colleges and Universities, (2000); Editorial, (2011); Academic Plan Update, (2009); Walters R., New modes of governance and the commodification of knowledge, Social and Legal Studies, 12, 1, pp. 5-26, (2003); Ward R.H., Webb V.J., Quest For Quality, (1984); Weinrath M., Murray J., Criminal Justice Studies, External Review Program Description of Criminal Justice, (2004); Weinrath M., Murray J., A Memorandum Outlining Reasons For the Name Change For a New Criminal Justice Program, (2002); Williams E.J., Robinson M., Ideology and criminal justice: Suggestions for a pedagogical model, Journal of Criminal Justice Education, 15, 2, pp. 373-392, (2004); Zalman M., A Heuristic Model of Criminology and Criminal Justice, (1981)