Pub Date : 2023-11-24DOI: 10.1080/10511253.2023.2286125
Jane Florence Gauthier, Nicole Smolter
{"title":"Enhancing Civic Literacy and Engagement: The Impact of a Criminal Justice Capstone Course","authors":"Jane Florence Gauthier, Nicole Smolter","doi":"10.1080/10511253.2023.2286125","DOIUrl":"https://doi.org/10.1080/10511253.2023.2286125","url":null,"abstract":"","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-17DOI: 10.1080/10511253.2023.2282344
Katherine E. Brown, Patrick R. Cundiff
Calls have been made for higher education to offer students hands-on and experiential learning opportunities. This paper explores the development and implementation of an advanced undergraduate res...
人们呼吁高等教育为学生提供动手和体验式学习的机会。本文探讨了一种先进的本科教学模式的开发与实现。
{"title":"Course-Based Undergraduate Research Experiences as a Potential CURE-All for Applied Research Training and Real-World Knowledge Acquisition","authors":"Katherine E. Brown, Patrick R. Cundiff","doi":"10.1080/10511253.2023.2282344","DOIUrl":"https://doi.org/10.1080/10511253.2023.2282344","url":null,"abstract":"Calls have been made for higher education to offer students hands-on and experiential learning opportunities. This paper explores the development and implementation of an advanced undergraduate res...","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1080/10511253.2023.2276633
L. Paul Sutton
AbstractFilmmaking is an unconventional, but supremely rewarding career path for criminal justice educators. The author chronicles his career as he transitioned unexpectedly from a traditional path involving legal analyses and policy research to the very unusual enterprise of documentary filmmaking. Each of his film projects emanated directly from his teaching or research experiences, experiences that might just as appropriately have culminated in articles for publication. But he chose a different mode for disseminating his research and insights. The author reviews the myriad challenges he faced as a filmmaker—both inside and outside of the film industry, itself. Throughout, he describes—and outlines his efforts to overcome—the staunch resistance by the academic community to filmmaking by faculty who reside outside traditional departments of theatre and film. He also urges colleagues to consider the path for themselves.Keywords: Documentaryfilmmakingpedagogyteachingcorrectionslife coursenew media Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 “Filmmaking” is a misnomer, as only my first product was on “film.” The second was videotape. The remaining are termed “new media,” as data are recorded and manipulated digitally. For convenience, I refer to the creative process as “filmmaking.”2 I use the first-person here because (1) this is a personal narrative and third-person references “distance” me from the story; and (2) frequent use of “the author recalls” is awkward.3 Film trailer is at https://vimeo.com/manage/videos/112784329 .4 Film trailer is at https://vimeo.com/manage/videos/112976540 .5 Film trailer is at https://vimeo.com/manage/videos/115018479 .6 I am well aware of the logistical and pedagogical challenges and impact of so-called “prison tours.” This is not the place for that debate. I am preparing an article that will address precisely those issues in considerable detail, including an empirical analysis of the dramatic impact of the weeklong excursion through eight prisons on student attitudes and beliefs.7 A routine feature of our tour of California State Prison-Sacramento (“new” Folsom), years in the making, was a one-hour conversation on the yard with Eric Menendez. When we filmed, that and other parts of our tour were cancelled for reasons not consistent with CDCR media policy, discussed below.8 Common practice is to blur the faces (not entire frames) of people refusing to sign a release.9 The tour included San Francisco’s Delancey Street, an innovative private residential facility.10 Film trailer is at https://vimeo.com/manage/videos/189289077 .11 The PrisonTour program ended with my retirement, after 33 years and 113 excursions.12 California uses a risk-based classification system in which prisoners are assigned to one of four levels, level IV being the highest risk category, reserved for those convicted of the most serious or violent offenses.13 When a stabbing occurred just outside our
{"title":"Documentary Filmmaking: A New Pedagogy for Justice Educators","authors":"L. Paul Sutton","doi":"10.1080/10511253.2023.2276633","DOIUrl":"https://doi.org/10.1080/10511253.2023.2276633","url":null,"abstract":"AbstractFilmmaking is an unconventional, but supremely rewarding career path for criminal justice educators. The author chronicles his career as he transitioned unexpectedly from a traditional path involving legal analyses and policy research to the very unusual enterprise of documentary filmmaking. Each of his film projects emanated directly from his teaching or research experiences, experiences that might just as appropriately have culminated in articles for publication. But he chose a different mode for disseminating his research and insights. The author reviews the myriad challenges he faced as a filmmaker—both inside and outside of the film industry, itself. Throughout, he describes—and outlines his efforts to overcome—the staunch resistance by the academic community to filmmaking by faculty who reside outside traditional departments of theatre and film. He also urges colleagues to consider the path for themselves.Keywords: Documentaryfilmmakingpedagogyteachingcorrectionslife coursenew media Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 “Filmmaking” is a misnomer, as only my first product was on “film.” The second was videotape. The remaining are termed “new media,” as data are recorded and manipulated digitally. For convenience, I refer to the creative process as “filmmaking.”2 I use the first-person here because (1) this is a personal narrative and third-person references “distance” me from the story; and (2) frequent use of “the author recalls” is awkward.3 Film trailer is at https://vimeo.com/manage/videos/112784329 .4 Film trailer is at https://vimeo.com/manage/videos/112976540 .5 Film trailer is at https://vimeo.com/manage/videos/115018479 .6 I am well aware of the logistical and pedagogical challenges and impact of so-called “prison tours.” This is not the place for that debate. I am preparing an article that will address precisely those issues in considerable detail, including an empirical analysis of the dramatic impact of the weeklong excursion through eight prisons on student attitudes and beliefs.7 A routine feature of our tour of California State Prison-Sacramento (“new” Folsom), years in the making, was a one-hour conversation on the yard with Eric Menendez. When we filmed, that and other parts of our tour were cancelled for reasons not consistent with CDCR media policy, discussed below.8 Common practice is to blur the faces (not entire frames) of people refusing to sign a release.9 The tour included San Francisco’s Delancey Street, an innovative private residential facility.10 Film trailer is at https://vimeo.com/manage/videos/189289077 .11 The PrisonTour program ended with my retirement, after 33 years and 113 excursions.12 California uses a risk-based classification system in which prisoners are assigned to one of four levels, level IV being the highest risk category, reserved for those convicted of the most serious or violent offenses.13 When a stabbing occurred just outside our ","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-03DOI: 10.1080/10511253.2023.2277077
Adam Dunbar
{"title":"Transforming Criminal Justice: An Evidence-Based Agenda for ReformTransforming Criminal Justice: An Evidence-Based Agenda for Reform, edited by Jon B. Gould and Pamela R. Metzger, NYU Press, 2022, 355 pp., $99.00 (Hardback), $35.00 (Paperback), $35.00 (eBook). ISBN: 9781479818808 (Hardback) 9781479818815 (Paperback) 9781479818822 (eBook)","authors":"Adam Dunbar","doi":"10.1080/10511253.2023.2277077","DOIUrl":"https://doi.org/10.1080/10511253.2023.2277077","url":null,"abstract":"","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135818647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-28DOI: 10.1080/10511253.2023.2275101
Dwayne Antojado
AbstractThis paper explores the necessity and considerations of integrating Lived Experience Criminology (LEC) into penological pedagogy. It critically analyses the underutilized, yet transformative, potential of lived experiences of the CJS to enrich academic curricula and further inform student understanding, particularly in Australia. Drawing on initiatives such as the Inside-Out Prison Exchange Program, Learning Together, and Walls to Bridges, the paper highlights how such programs operationalize LEC’s dimensions—particularly Persistent Experiential Narratives (PEN) and Common Experiential Narratives (CEN)—to build criminological knowledge. However, the need for cautious and ethical expansion of these programs is emphasized, considering potential objectification of people with lived experience of the CJS. The paper advocates for greater inclusion of lived experience perspectives in criminology curricula, underscoring the value they could bring to the preparation of future practitioners, the design of robust research, and the advancement of penological epistemology. Additionally, it stresses the importance of context, locality, and specialization within LEC, and the ethical considerations inherent to these pedagogical approaches. The paper concludes by calling for a stronger commitment from academia towards inclusion and empowerment of individuals with lived experience of the CJS, echoing the maxim “Nothing About Us Without Us” from the disability rights movement. The paper posits that significant strides in the CJS and academic discipline are achievable only through meaningful and sustained involvement of these individuals.Keywords: Lived experience criminologypenological pedagogycriminological curriculumpersistent experiential narrativecommon experiential narrative AcknowledgementsThe author thank Mrs. Tarmi A’Vard (Bendigo TAFE) and Dr Matt Maycock (Monash University) for reading early drafts of this paper and providing valuable insights. The author thank also Dr Aaron Hart (Vacro/University of Melbourne) for indulging me in dialogue, inspiring the authorship of this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsDwayne AntojadoDwayne Antojado is a researcher and academic with lived experience of the criminal justice system in Australia. He uses his lived experience to influence his research and advocacy work in academia, government, and the not-for-profit sector. He has led and worked on various projects embedding and amplifying lived experience perspectives in organizational practice, structure and processes with organizations including, the Australian Community Support Organization, Jesuit Social Services, Vacro, and RMIT University’s community-based and prison-based think tanks. Dwayne is currently an academic in the School of Social Sciences, Monash University. He is also a senior writer for Paper Chained Magazine, an Australian-basedjournal of writin
摘要本文探讨了将生活经验犯罪学(LEC)纳入刑罚教育学的必要性和思考。它批判性地分析了CJS生活经验的未充分利用但具有变革性的潜力，以丰富学术课程并进一步告知学生的理解，特别是在澳大利亚。本文借鉴了监狱内外交流项目、共同学习项目和从墙到桥项目等倡议，重点介绍了这些项目如何运用LEC的维度——特别是持续体验叙事(PEN)和共同体验叙事(CEN)——来构建犯罪学知识。然而，考虑到有CJS生活经验的人可能被物化，需要谨慎和道德地扩展这些项目。本文主张在犯罪学课程中更多地纳入生活经验观点，强调它们可以为未来从业者的准备、稳健研究的设计和刑罚认识论的进步带来的价值。此外，它还强调了LEC中背景、地方和专业化的重要性，以及这些教学方法固有的伦理考虑。论文最后呼吁学术界更坚定地致力于包容和赋予有CJS生活经历的个人权力，以呼应残疾人权利运动中的格言“没有我们，什么都不是我们”。本文认为，只有通过这些人有意义和持续的参与，才能实现CJS和学术学科的重大进步。作者感谢Tarmi A’vard夫人(Bendigo TAFE)和Matt Maycock博士(莫纳什大学)阅读了本文的初稿，并提供了宝贵的见解。作者也感谢Aaron Hart博士(Vacro/University of Melbourne)与我的对话，启发了本文的作者。披露声明作者未报告潜在的利益冲突。附加信息关于投稿人的说明奥德韦恩·安托加多是一名研究人员和学者，对澳大利亚的刑事司法系统有亲身经历。他利用自己的亲身经历影响他在学术界、政府和非营利部门的研究和倡导工作。他领导并参与了多个项目，包括澳大利亚社区支持组织、耶稣会社会服务、Vacro和RMIT大学的社区和监狱智库等组织的实践、结构和流程中嵌入和扩大生活经验的观点。Dwayne目前是莫纳什大学社会科学学院的一名学者。他也是《纸链杂志》(Paper Chained Magazine)的资深撰稿人。《纸链杂志》是一家总部位于澳大利亚的杂志，主要讲述受监禁影响的个人的写作和艺术表达。他的研究兴趣包括LGBTQI+在司法系统中的经历、生活经验犯罪学、监狱教育和监狱广播。
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Pub Date : 2023-10-25DOI: 10.1080/10511253.2023.2272471
Laura J. Moriarty, Nicolle Parsons-Pollard
{"title":"Criminology and Criminal Justice Education and the Search for Quality: Then and Now","authors":"Laura J. Moriarty, Nicolle Parsons-Pollard","doi":"10.1080/10511253.2023.2272471","DOIUrl":"https://doi.org/10.1080/10511253.2023.2272471","url":null,"abstract":"","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135218811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/10511253.2023.2271783
Kathleen Allen
{"title":"Stolen Wealth, Hidden Power: The Case for Reparations for Mass Incarceration <b>Stolen Wealth, Hidden Power: The Case for Reparations for Mass Incarceration</b> , by McKay, Tasseli, Oakland, CA: University of California Press, 2022, 312 pp., $85 (hardcover), $29.95 (paperback), $29.95 (e-book). ISBN: 9780520389465.","authors":"Kathleen Allen","doi":"10.1080/10511253.2023.2271783","DOIUrl":"https://doi.org/10.1080/10511253.2023.2271783","url":null,"abstract":"","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-23DOI: 10.1080/10511253.2023.2272596
Adrijana Grmuša
Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsAdrijana GrmušaAdrijana Grmuša, Ph.D., is a Research Associate at Institute for Political Studies in Belgrade, Republic of Serbia. Her areas of research interest include bullying, school safety and security risks in school context.
{"title":"Review of Effective Bullying Prevention: A Comprehensive Schoolwide Approach <b>Review of Effective Bullying Prevention: A Comprehensive Schoolwide Approach</b> , by Adam Collins and Jason Harlacher, New York: The Guilford Press, 2023, 240 pp., ISBN: 9781462550739, $53.00 (hardcover), ISBN: 9781462550753, $35.00 (e-Book).","authors":"Adrijana Grmuša","doi":"10.1080/10511253.2023.2272596","DOIUrl":"https://doi.org/10.1080/10511253.2023.2272596","url":null,"abstract":"Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsAdrijana GrmušaAdrijana Grmuša, Ph.D., is a Research Associate at Institute for Political Studies in Belgrade, Republic of Serbia. Her areas of research interest include bullying, school safety and security risks in school context.","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135368639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-18DOI: 10.1080/10511253.2023.2268477
Jay Albanese, Christine Tartaro
AbstractHigher education in criminology and criminal justice has evolved over the last 100 years in fits and starts. The road was long, and it took many turns, reflecting not only the need for training and professionalism among criminal justice practitioners, but for the development of a new academic field of study at colleges and universities. This article traces the history of the quest for academic standards in higher education, specifically the role of ACJS in this endeavor. Both authors have contributed to ACJS’s efforts over the years and were involved in the two most recent iterations of ACJS Academic Program Review: Certification and Program Endorsement. We chronicle the rise and fall of certification and the recent effort to create an endorsement program that seeks to balance the need for quality control while providing the desired flexibility for individual programs.Keywords: Academy of Criminal Justice Sciences (ACJS)CertificationAccreditationProgram standards Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJay AlbaneseJay S. Albanese is Professor in the Wilder School of Government and Public Affairs at Virginia Commonwealth University. He received the Ph.D. from the School of Criminal Justice at Rutgers University. Dr. Albanese served as Chief of the International Center at the National Institute of Justice, the research arm of the U.S. Department of Justice. He has served as consultant to the United Nations Office on Drugs and Crime and is a past president and fellow of the Academy of Criminal Justice Sciences. He is author and editor of 22 books on the issues of organized crime, corruption, ethics, transnational crime, and criminal justice. Dr. Albanese is recipient of the Distinguished Teaching Award from Virginia Commonwealth University, the Freda Adler Distinguished Scholar Award from the American Society of Criminology Division of International Criminology, and the Outstanding Faculty Award, Virginia’s highest honor for a faculty member at public or private colleges and universities. Jay Albanese is also a principal in the NGO Criminologist Without Borders. www.jayalbanese.com.Christine TartaroChristine Tartaro is a Distinguished Professor of Criminal Justice at Stockton University. She is a past president of the Northeastern Academy of Criminal Justice Sciences (NEACJS) and past chair of the NEACJS ad hoc Committee on Academic Certification and Accreditation. At the time of this writing, she is the Deputy Chair of the ACJS Academic Review Committee. Her research interests include corrections, mental health, and suicide.
在过去的100年里，犯罪学和刑事司法的高等教育经历了断断续续的发展。这条路很长，有很多弯路，这不仅反映了刑事司法从业人员需要培训和专业精神，而且也反映了在学院和大学发展一个新的学术研究领域的需要。本文追溯了追求高等教育学术标准的历史，特别是ACJS在这一努力中的作用。两位作者多年来都为ACJS的工作做出了贡献，并参与了最近两次ACJS学术项目审查:认证和项目认可。我们记录了认证的兴衰，以及最近创建一个认证项目的努力，该项目旨在平衡质量控制的需要，同时为个别项目提供所需的灵活性。关键词:美国刑事司法科学院(ACJS)认证认可项目标准披露声明作者未报告潜在的利益冲突。本文作者jay S. Albanese是弗吉尼亚联邦大学怀尔德政府与公共事务学院的教授。他在罗格斯大学刑事司法学院获得博士学位。艾博年博士曾担任美国司法部下属研究机构国家司法研究所国际中心主任。他曾担任联合国毒品和犯罪问题办公室的顾问，是刑事司法科学院的前任院长和研究员。他是22本关于有组织犯罪、腐败、道德、跨国犯罪和刑事司法问题书籍的作者和编辑。他曾获得Virginia Commonwealth University的杰出教学奖、美国犯罪学学会国际犯罪学分部的Freda Adler杰出学者奖，以及Virginia公立或私立学院和大学教师的最高荣誉——杰出教师奖。杰伊·阿尔巴尼斯也是非政府组织“无国界犯罪学家”的负责人。www.jayalbanese.com.Christine tartararo christine Tartaro是斯托克顿大学刑事司法的杰出教授。她是东北刑事司法科学院(NEACJS)的前任院长，也是东北刑事司法科学院学术认证和认可特设委员会的前任主席。在撰写本文时，她是ACJS学术审查委员会副主席。她的研究兴趣包括矫正、心理健康和自杀。
{"title":"Quality Standards for Criminal Justice Education: The Long and Winding Road","authors":"Jay Albanese, Christine Tartaro","doi":"10.1080/10511253.2023.2268477","DOIUrl":"https://doi.org/10.1080/10511253.2023.2268477","url":null,"abstract":"AbstractHigher education in criminology and criminal justice has evolved over the last 100 years in fits and starts. The road was long, and it took many turns, reflecting not only the need for training and professionalism among criminal justice practitioners, but for the development of a new academic field of study at colleges and universities. This article traces the history of the quest for academic standards in higher education, specifically the role of ACJS in this endeavor. Both authors have contributed to ACJS’s efforts over the years and were involved in the two most recent iterations of ACJS Academic Program Review: Certification and Program Endorsement. We chronicle the rise and fall of certification and the recent effort to create an endorsement program that seeks to balance the need for quality control while providing the desired flexibility for individual programs.Keywords: Academy of Criminal Justice Sciences (ACJS)CertificationAccreditationProgram standards Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJay AlbaneseJay S. Albanese is Professor in the Wilder School of Government and Public Affairs at Virginia Commonwealth University. He received the Ph.D. from the School of Criminal Justice at Rutgers University. Dr. Albanese served as Chief of the International Center at the National Institute of Justice, the research arm of the U.S. Department of Justice. He has served as consultant to the United Nations Office on Drugs and Crime and is a past president and fellow of the Academy of Criminal Justice Sciences. He is author and editor of 22 books on the issues of organized crime, corruption, ethics, transnational crime, and criminal justice. Dr. Albanese is recipient of the Distinguished Teaching Award from Virginia Commonwealth University, the Freda Adler Distinguished Scholar Award from the American Society of Criminology Division of International Criminology, and the Outstanding Faculty Award, Virginia’s highest honor for a faculty member at public or private colleges and universities. Jay Albanese is also a principal in the NGO Criminologist Without Borders. www.jayalbanese.com.Christine TartaroChristine Tartaro is a Distinguished Professor of Criminal Justice at Stockton University. She is a past president of the Northeastern Academy of Criminal Justice Sciences (NEACJS) and past chair of the NEACJS ad hoc Committee on Academic Certification and Accreditation. At the time of this writing, she is the Deputy Chair of the ACJS Academic Review Committee. Her research interests include corrections, mental health, and suicide.","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135882954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-14DOI: 10.1080/10511253.2023.2269049
Maisha N. Cooper, Carlene Y Barnaby, Alexander H. Updegrove, Ahram Cho, Andrekus Dixon
AbstractForty-eight instructors of Race and Crime courses were surveyed about: (1) course evaluation comments; (2) their greatest challenge teaching the course; and (3) what they enjoyed most about teaching the course. Comments on Race and Crime course evaluations involved student resistance in many cases, addressed components of the course that stood out (both good and bad), expressed seeing value in taking the course, and identified content as traumatic or depressing. Participants’ greatest challenges included displays of student resistance toward the content or instructor, building their toolbox by acquiring the skills necessary to prepare and deliver the course, experiencing internal struggles as class instructor, and dealing with external influences on the classroom. Finally, participants noted that the aspects of teaching a Race and Crime course which they enjoyed most consisted of providing students with personal opportunities for growth and change, as well as experiencing little victories and celebrations.Keywords: Racerace and crimediversityteachingcriminal justice education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMaisha N. CooperMaisha N. Cooper, PhD is an assistant professor in the Department of Criminal Justice and Criminology at the University of North Carolina at Charlotte. Her research interests include juvenile justice and race and crime. Her recent work has appeared in Justice Quarterly and Victims & Offenders.Carlene Y BarnabyCarlene Y Barnaby, PhD is an Assistant Professor in the Department of Behavioral Sciences, Criminal Justice Program at the Kingsborough Community College, Brooklyn, NY. Her research interests include race & crime, immigration, wrongful conviction and criminal justice education. Her recent work has appeared in the Journal of Ethnicity in Criminal Justice and Crime & Delinquency.Alexander H. UpdegroveAlexander H. Updegrove, PhD is an assistant professor in the Department of Criminal Justice at the University of North Texas. His research interests include racialization and racism in the criminal legal system, public opinion, and injustice. His recent work has appeared in Race and Justice, Crime & Delinquency, and the University of Massachusetts Law Review.Ahram ChoAhram Cho, PhD is an assistant professor in the Department of Criminal Justice at New Mexico State University. Her research focuses on correctional experiences and outcomes, gen- der, crime, and justice, and quantitative methods. Her recent work has appeared in Crime & Delinquency and Feminist Criminology.Andrekus DixonAndrekus Dixon, is a Senior Lecturer and Undergraduate Program Director in the Department of Criminal Justice at the University of North Texas. He received his Master of Science degree in Criminal Justice from the University of North Texas. His research interest includes diversity issues, race and crime, victimology and capital punishment.
摘要对48名种族与犯罪课程讲师进行了问卷调查:(1)课程评价意见;(2)教学过程中遇到的最大挑战;(3)他们最喜欢教这门课的什么。对种族与犯罪课程评估的评论在许多情况下涉及学生的抵制，指出课程中突出的部分(包括好的和坏的)，表达学习课程的价值，并确定内容是创伤性的或令人沮丧的。参与者面临的最大挑战包括学生对课程内容或教师的抵制，通过获得准备和传授课程所需的技能来建立自己的工具箱，作为课堂教师经历内心的挣扎，以及处理课堂上的外部影响。最后，与会者指出，在讲授种族与犯罪课程时，他们最喜欢的是为学生提供个人成长和改变的机会，以及体验小胜利和庆祝活动。关键词:种族与犯罪教学刑事司法教育披露声明作者未发现潜在利益冲突。作者简介:maisha N. Cooper，博士，北卡罗来纳大学夏洛特分校刑事司法与犯罪学系助理教授。她的研究兴趣包括青少年司法、种族和犯罪。她最近的作品发表在《司法季刊》和《受害者与罪犯》上。Carlene Y Barnaby，博士，纽约布鲁克林Kingsborough社区学院刑事司法项目行为科学系助理教授。她的研究兴趣包括种族与犯罪、移民、错误定罪和刑事司法教育。她最近的研究发表在《刑事司法与犯罪与犯罪种族杂志》上。Alexander H. Updegrove，博士，北德克萨斯大学刑事司法系助理教授。他的研究兴趣包括刑事法律体系中的种族化和种族主义、公众舆论和不公正。他最近的作品发表在《种族与正义》、《犯罪与犯罪》和《马萨诸塞大学法律评论》上。Ahram Cho，博士，新墨西哥州立大学刑事司法系助理教授。她的研究主要集中在矫正的经验和结果，性别，犯罪和正义，以及定量方法。她最近的作品发表在《犯罪与犯罪》和《女权主义犯罪学》上。Andrekus Dixon是北德克萨斯大学刑事司法系的高级讲师和本科项目主任。他在北德克萨斯大学获得刑事司法理学硕士学位。他的研究兴趣包括多样性问题、种族和犯罪、受害者学和死刑。
{"title":"“Getting White Boys to Get Their Heads out of Their Asses”: Instructor Accounts of Teaching a Race and Crime Course","authors":"Maisha N. Cooper, Carlene Y Barnaby, Alexander H. Updegrove, Ahram Cho, Andrekus Dixon","doi":"10.1080/10511253.2023.2269049","DOIUrl":"https://doi.org/10.1080/10511253.2023.2269049","url":null,"abstract":"AbstractForty-eight instructors of Race and Crime courses were surveyed about: (1) course evaluation comments; (2) their greatest challenge teaching the course; and (3) what they enjoyed most about teaching the course. Comments on Race and Crime course evaluations involved student resistance in many cases, addressed components of the course that stood out (both good and bad), expressed seeing value in taking the course, and identified content as traumatic or depressing. Participants’ greatest challenges included displays of student resistance toward the content or instructor, building their toolbox by acquiring the skills necessary to prepare and deliver the course, experiencing internal struggles as class instructor, and dealing with external influences on the classroom. Finally, participants noted that the aspects of teaching a Race and Crime course which they enjoyed most consisted of providing students with personal opportunities for growth and change, as well as experiencing little victories and celebrations.Keywords: Racerace and crimediversityteachingcriminal justice education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMaisha N. CooperMaisha N. Cooper, PhD is an assistant professor in the Department of Criminal Justice and Criminology at the University of North Carolina at Charlotte. Her research interests include juvenile justice and race and crime. Her recent work has appeared in Justice Quarterly and Victims & Offenders.Carlene Y BarnabyCarlene Y Barnaby, PhD is an Assistant Professor in the Department of Behavioral Sciences, Criminal Justice Program at the Kingsborough Community College, Brooklyn, NY. Her research interests include race & crime, immigration, wrongful conviction and criminal justice education. Her recent work has appeared in the Journal of Ethnicity in Criminal Justice and Crime & Delinquency.Alexander H. UpdegroveAlexander H. Updegrove, PhD is an assistant professor in the Department of Criminal Justice at the University of North Texas. His research interests include racialization and racism in the criminal legal system, public opinion, and injustice. His recent work has appeared in Race and Justice, Crime & Delinquency, and the University of Massachusetts Law Review.Ahram ChoAhram Cho, PhD is an assistant professor in the Department of Criminal Justice at New Mexico State University. Her research focuses on correctional experiences and outcomes, gen- der, crime, and justice, and quantitative methods. Her recent work has appeared in Crime & Delinquency and Feminist Criminology.Andrekus DixonAndrekus Dixon, is a Senior Lecturer and Undergraduate Program Director in the Department of Criminal Justice at the University of North Texas. He received his Master of Science degree in Criminal Justice from the University of North Texas. His research interest includes diversity issues, race and crime, victimology and capital punishment.","PeriodicalId":46230,"journal":{"name":"JOURNAL OF CRIMINAL JUSTICE EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135803341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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