Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education

Barton, A., Corteen, K., Davies, J. and Hobson, A. (2010) Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education. Journal of Criminal Justice Education, 21 (1). pp. 24-41. ISSN 1051-1253 DOI https://doi.org/10.1080/10511250903497917

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Abstract

Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness.

Item Type: Article
Uncontrolled Keywords: Criminal Justice, Criminology, Higher Education
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
K Law > K Law (General)
Divisions: Law and Criminology
Date Deposited: 22 May 2010 11:22
URI: http://repository.edgehill.ac.uk/id/eprint/336

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