Scholarship of Teaching and Learning in Criminology ||

This book is the first dedicated collection aimed at examining teaching and learning issues within criminology. This collection of essays identifies how criminological practices are being shaped by larger developments and changes within the field of scholarship on teaching and learning. Changes include an increased university focus on ‘good teaching’ rankings and the associated emphasis on the professional development of teaching staff in order to shape them. In the past decade government funding for teaching and learning awards, and the move to sector funding on the basis of ‘good teaching’ outcomes (student satisfaction, completion rates, etc.), have further fostered developments in teaching and learning practices and the associated scholarship. However, criminology lags behind in responding to these changes. Scholarship of Teaching and Learning in Criminology aims to fill this gap by examining teaching practices in the hope of fostering a new generation of publications dedicated to scholarship on teaching and learning within the field. Preface 5 Contents 7 Notes on Contributors 9 List of Figures 12 List of Tables 13 Chapter 1: The Five ‘Troubling’ Developments in Criminology 14 The Institutional Development of Criminology and Learning and Teaching Scholarship 16 50 Years of Australasian Criminology 19 Five ‘Troubling’ Developments in Criminology 21 Concluding Comments 25 References 26 Chapter 2: Transforming Pedagogy in Criminology 29 Introduction 29 Twenty-First Century Challenges 32 The Scholarship of Teaching and Learning and Transformative Pedagogy 35 Transformative Pedagogies and Experiential Learning 37 Employing Transformative Criminology in the Classroom 41 Conclusion 45 References 46 Chapter 3: Learning Behind Prison Bars: University Students and Prisoners’ Experiences of Studying Together 49 Introduction 49 Higher Education and the Impact of Inside Out 51 Establishing the Inside Out Program in Victoria, Australia 53 The Inside Out Teaching Program in Victoria, Australia 53 Evaluation of the Inside Out Teaching Program in Victoria, Australia 56 Mixed Method 56 Participants’ Profile and Response Rate 57 Findings and Discussion from the Evaluation 58 Understanding of the Criminal Justice System 58 Stigma and Negative Stereotypes 60 Transformative Learning Experience 61 Challenges to the Learning Experience 63 Think Tanks 64 Conclusion 67 References 68 Chapter 4: Teaching Crime Prevention and Community Safety 71 Introduction 71 Common Course Content 74 Applied and Vocational Orientation 76 Case Studies 78 Assessment 89 Pedagogical Influences 90 Limitations and Challenges 92 Conclusion 93 References 95 Chapter 5: Trigger Warnings in Criminology Teaching Contexts: Some Reflections Based on Ten Years of Teaching a Sensitive Topic 98 Introduction 98 An Overview of Trigger Warnings: Origins, Definitions and Controversies 99 To Warn or Not to Warn: Competing Views of the Pedagogical Value of Issuing Trigger Warnings 103 Arguments in Favour of Issuing Trigger Warnings 104 Arguments Against Issuing Trigger Warnings 104 Making Some Sense of the Two Positions Advocated About Using Trigger Warnings 105 Crime, Law and Trauma: An Approach to Teachings Sensitive Topics 106 Does the Existence of the Growing ‘Trigger Warnings’ Discourse Pose a Threat to Our Freedoms as Criminology Teachers? 111 The Value of Taking Students Outside Their Comfort Zone 115 References 117 Chapter 6: Employer Expectations of Research Skills Provided in Criminology Undergraduate Education 120 Introduction 120 Background 121 Importance of Information Literacy and Research Methods Training 121 Extent of Research Methods Training in Criminology Degrees 123 Obstacles Preventing Adequate Research Methods Training 125 Aims of the Current Study 126 Methodology 126 Potential Employers of Criminology Graduates 126 Sampling Strategy 126 Data Collection Procedures 127 Analytic Procedure 128 Results 129 Bachelor Degrees and Criminology Careers 129 Researching the Literature 130 Considering Ethics 130 Designing Research 131 Collecting Data 133 Analysing Data 134 Writing Reports 135 Discussion 135 Appendix: Interview Schedule for Potential Employers and Academic Supervisors 137 Introductions and Participant Information Sheet 137 Interview Schedule 138 Section A: Participant and Organisation Background 138 Section B: Employer Needs and Expectations 139 Conclusion 140 References 140 Chapter 7: Meta Review of Recent Scholarship on Learning and Teaching in Criminology (SCOLATIC) 143 Background 143 Method 145 Criminology Journals 146 Discussion 148 References 149 Index 151