06954nam 2200505 450 991063391140332120230905132501.03-031-14899-1(MiAaPQ)EBC7150629(Au-PeEL)EBL7150629(CKB)25510407800041(OCoLC)1352972359(EXLCZ)992551040780004120230416d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierTeaching criminology and criminal justice challenges for higher education /edited by Suzanne Young and Katie StrudwickCham, Switzerland :Palgrave Macmillan,[2022]©20221 online resource (277 pages)Print version: Young, Suzanne Teaching Criminology and Criminal Justice Cham : Springer International Publishing AG,c2023 9783031148989 Includes bibliographical references and index.Intro -- 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.CriminologyStudy and teaching (Higher)CriminologiathubEnsenyament del dretthubLlibres electrònicsthubCriminologyStudy and teaching (Higher)CriminologiaEnsenyament del dret364.0711Young SuzanneStrudwick KatieMiAaPQMiAaPQMiAaPQBOOK9910633911403321Teaching criminology and criminal justice3090378UNINA