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1.

This paper discusses the application of the mock trial, regularly used in legal education, to students of criminal or civil justice. The mock trial can be taught as a independent course or as a part of any course which deals with the criminal or civil justice system. The paper identifies the goals and benefits of the mock trial for justice students. These include providing an understanding of the justice system and whether it needs change, learning about litigation and legal issues in the justice context, using critical thinking skills, working as a group, and shaping the course of their careers.  相似文献   

2.

Historically, much of the teaching-learning transactions in criminal justice classrooms have been teacher-centered. Teacher-centered approaches are rooted in the behavioral and cognitive theories of education. Andragogy, a philosophical orientation for adult education, receives little attention in the criminal justice literature. Yet the tenets of andragogy form an organizing framework that is consistent with many contemporary and evolving criminal justice practices. This paper defines andragogy and presents an “andragogical guide,” which may be useful for criminal justice educators who desire to experiment with innovative approaches to foster a more effective teaching-learning transaction.  相似文献   

3.

New perspectives on the impact of college on students, on linking general education, the major, electives and extra-classroom experiences toward the goal of “integrated learning,” and renewed emphasis on the importance of producing liberally educated college graduates, present opportunities for criminal justice educators to make their field a keystone in the architecture of a liberal education. In this essay, I argue that the multidisciplinary perspectives that characterize the field of criminal justice, as well as its core intellectual concerns, make criminal justice well-suited to serve as the infrastructure for a high-quality undergraduate liberal education program.  相似文献   

4.
As educators, we recognize that students often come to the classroom with preconceived notions about the criminal justice system that shape their subsequent learning. One such notion revolves around the effectiveness of the “war on crime” model of the criminal justice system. Many students feel that this model is the best way to achieve “justice.” Teaching peacemaking represents an opportunity to introduce the students to a new way of thinking about the criminal justice system. This paper explores how experiential learning strategies can facilitate students’ learning of peacemaking. Suggestions also are made about how peacemaking can be implemented into the pedagogy of criminal justice professors.  相似文献   

5.

There exists a large body of literature on doing research with hard-to-access populations such as the mentally ill, gang members, prison inmates, correctional officers, and wardens. There is little discussion, however, on getting access to criminal justice organizations in the first place. This article offers several practical suggestions for “breaking in” to prisons and other criminal justice organizations. This article emphasizes getting access to agency-collected data.  相似文献   

6.

Contemporary textbooks in criminal justice use A Clockwork Orange to illustrate issues of correctional and sentencing practices. This article challenges criminal justice faculty and students to use the film to explore the political and social realities of punishment, in particular the examination of the moral question of “voluntariness” and the implications for “treatment” as a mechanism of social control. This paper explores the moral questions of state sponsored social control and using the film satire invites the student to examine their beliefs about the political and social realities of punishment and rehabilitation.  相似文献   

7.

The following essay seeks to provide some of the details to which Souryal and Potts refer in their article in the spring 1993 issue of the Journal of Criminal Justice Education. In their desire to combat what they perceive to be a state of cultural illiteracy in the field of criminal justice ethics, Souryal and Potts recommend a revision of criminal justice curricula to include courses on the history of Western political philosophy. In the past masters of political philosophy, they hope to find an effective “fallback” position on questions of moral judgment and discretion. In the following essay I locate that position in the traditional Western theories of natural law and prudence.  相似文献   

8.
Recently there has been a vigorous dialogue over the Academy of Criminal Justice Sciences (ACJS) academic standards pertaining to the role of JDs within criminal justice academic programs. It is a next logical step to open a discussion on a related aspect of the ACJS standards: “doctorates in a closely related field.” This discussion should center on how “closely” the “closely related fields” should be. This article examines the relationship between an education in sociology and criminology/criminal justice programs respectively by comparing the general curricular requirements, undergraduate and graduate, in a selection of sociology and criminology and criminal justice programs. This analysis indicates that there is a great deal of similarity within the sociology curricula, which contain sociologically oriented classes and criminology/criminal justice curricula, which contain criminologically oriented courses, but there is little overlap in course offerings across these two academic areas. Specifically, sociology graduates are not exposed to a meaningful number of criminology/criminal justice classes.  相似文献   

9.
Although criminal justice has made strides to incorporate issues of race, ethnicity, class, and gender into both research and teaching, the same cannot be said about issues of homosexuality. Prior research indicates criminal justice students are more homophobic than their peers in other majors and that bias against gay, lesbian, bisexual, and transgender (GLBT) persons continues in the criminal justice system. As a result, this article argues that criminal justice educators should integrate issues of sexuality into criminal justice curricula as part of diversity education within the discipline. Few programs currently do so. This article outlines four methods for infusing justice‐related GLBT content into criminal justice classes, including: The teachable moment; incorporating GLBT‐relevant material in required courses; incorporating GLBT‐relevant material into diversity courses; and the development of new electives. These strategies can help combat heterosexism and homophobia.  相似文献   

10.

A perennial challenge for criminal justice educators is deciding which reform movements in criminal justice are worthy of coverage. Restorative justice is one such new movement that has made significant inroads in both criminal justice policy and practice. In this article, we argue that there are numerous benefits to including coverage of restorative justice in a criminal justice curriculum. We also offer a number of concrete suggestions for helping students learn about this radically different approach to dealing with crime.  相似文献   

11.
This article offers an analysis of religious education practice through the literature that informs it. It engages Derrida's critique of the “metaphysics of presence” (1982a) to develop a theoretical framework for a new look at the ways in which different approaches to religious education represent religion and racial difference. The article specifically examines literature that has impacted mainstream Christian and “secular” religious education in South Australia from the 1970s until today. The article concludes by proposing a new approach to racial, cultural, and religious difference in religious education—one that begins to understand religious education's engagement with Others in terms of ethical questions, deliberation, and a radical openness to what is unforeseeable. It argues for the need for religious educators to begin to actively and deliberatively engage with “who” and “what” has traditionally been absent from multireligious approaches to religious education.  相似文献   

12.
The current study sought input from a national sample of social work (SW) and criminal justice (CJ) educators (N = 276) to explore characteristics of those who use service learning in the two disciplines, differences in the conceptions of and beliefs about service learning, and distinctions in how it is used and implemented. This study offers the first explicitly cross-disciplinary comparison of service learning within two related, but distinct disciplines. The results indicated that SW educators, compared to their CJ peers, used service learning more frequently and perceived fewer barriers to using it. Additionally, a higher percentage of SW faculty members reported using service learning at both the undergraduate and graduate levels, suggesting that SW educators may be more likely to see the value of service learning across education levels. Among those who reported that they have used service learning, few differences were found between the two disciplines.  相似文献   

13.

Without the explanatory power of general theoretical principles, criminal justice educators are limited to subjectively describing the structure and function of our systems of criminal justice rather than explaining why these systems behave the way they do. Because of this, criminal justice lacks integrity as a legitimate academic discipline that seeks to meet the objectives of a liberal arts education. This paper explores the establishment of ideology as a first principle of criminal justice, derived from political philosophy and sociological theory. We examine ways to build upon this principle as a means of teaching criminal justice within the guise of the liberal arts tradition by guiding students toward a deeper understanding of the nature of our criminal justice systems and their place in larger society.  相似文献   

14.
In 2005 the Academy of Criminal Justice Sciences approved ACJS Certification Standards for Academic Programs. This was the culmination of two decades of efforts on the part of criminal justice educators to establish minimum standards for the discipline. These standards were developed to improve the quality of criminal justice education at the associate’s, bachelor’s and master’s degree levels. Section C, which establishes faculty qualifications for teaching at the various program levels, has been criticized by educators holding JDs as an effort by PhDs to push them out of the profession. The President of the Academy of Criminal Justice Sciences responds to specific concerns of JDs and then discusses the general impacts of the ACJS certification standards on criminal justice education.  相似文献   

15.

An increased body of research on the recruitment and retention of Black students in gifted programs provides guidance for educators to understand factors that impact Black male under representation in gifted programs. A common concern among high school educators is that schools cannot keep Black males interested in gifted programs. Even in culturally diverse high schools, gifted Black males often do not want to take advanced level classes because they are accused by peers of “acting White”. This case study reveals that while rare, it is not impossible. This article uses a Participation Motivation Expectancy‐Value Model (PMEVM) to explain the motivation of Rocky Jones, a gifted Black male, and his choice to participate in his school's gifted program. Findings from interview and archival data are reported that inform Rocky's participation choice, and implications are drawn to enhance teachers’ efforts to increase Black males’ motivation and representation in gifted education.  相似文献   

16.
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17.
With an increasing number of students entering criminal justice programs across the country, the majority of students are looking to pursue a career in law enforcement. While many students graduate college equipped for the law enforcement job market, some are unprepared for the scrutiny and depth the law enforcement hiring process requires. Using LEMAS data and a content analysis, this article reviews local and federal law enforcement agency websites and investigates specific job requirements, as well as noted disqualifiers, for both local and federal law enforcement positions. Furthermore, this article offers suggestions to criminal justice educators for assisting students in being prepared for realistic employment opportunities in the criminal justice field upon graduation.  相似文献   

18.
Abstract

The question of how to teach effectively from a clear social justice perspective that empowers, encourages students to think critically, and models social change has been a consistent challenge for progressive educators. This article intends to shed light on this issue by demonstrating how educators can utilize a social justice pedagogical lens to treat their content in ways that meet their commitment to empowering education. Specifically, this article clarifies what social justice education is by introducing readers to five key components useful in teaching from a social justice perspective: tools for content mastery, tools for critical thinking, tools for action and social change, tools for personal reflection, and tools for awareness of multicultural group dynamics. While no pedagogical approach is a panacea, this approach offers readers five specific areas to focus on in their teaching and their efforts at working toward social justice in their classrooms.  相似文献   

19.
The conflicts arising between the pedagogical preferences of the fields of instructional design and technology (IDT) and social foundations of education are substantial. This conflict is primarily one of pedagogical values separating the Social Foundations with its emphasis on critical and creative thinking and the presumption of value and theory neutrality inherent in IDT. This is a serious issue because, increasingly, educators use IDT models to translate Social Foundations courses with social justice and equity outcomes into online formats. Much is lost. This article offers a discussion of the theoretical grounding of IDT (task-analysis) versus social foundations in regards to implications for the instructional social organization of online social foundations classrooms. This article uses the notion of signature pedagogy to describe sociocultural literacies as a basic tenet in social foundations of education. By doing so, it is demonstrated how these important theoretical positions are currently playing out in online instruction and space, to extend their relevance by introducing newer concepts such as Digital Cartesianism and copresence, and to provide a concrete example of what these concerns look like in the current push towards digital formats. In the current context of the use of electronic, social, communication, and mobile technologies in education, we find a new site to continue challenging the assumed neutrality of the technological model for education.  相似文献   

20.
This article highlights the efforts of colleagues in a criminal justice department to offer experiential learning opportunities (ELOs) to undergraduate students. Operating within the framework of a liberal arts curriculum, we provide criminal justice majors with a range of opportunities that fall under the general rubric of “experiential learning”, including the following: internships, field trips, service-learning, and research projects. Our goal was to combine the academic rigors of traditional, classroom-based learning with exposure to hands-on, real-world, subject-based knowledge. We explain the multistage framework that is used to tie all of our ELOs together across the curriculum. Results from a senior and alumni survey indicate that experiential learning offers significant academic and professional benefits for students.  相似文献   

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