De-constructing the other: an integrated pedagogy of inclusive learning and teaching approaches in and beyond Prison

Baumgartner, Eric T.

doi:10.1080/21582041.2020.1855466

Cited by 1 publication

(2 citation statements)

References 19 publications

(27 reference statements)

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“…The prison has proved a fruitful pedagogic environment in which narratives can be shared, not least through initiatives like Learning Together (Armstrong and Ludlow, 2016). Here, a dialogic approach that brings together students and prisoners acts as a bridge between the academic knowledge of students and those with lived experience of the criminal justice system (Baumgartner, 2020). Dearey et al (2011: 87) demonstrate how narratives can be incorporated into teaching and learning practises through prison(er) life-writing, for they 'challenge… extant academic culture and pedagogical/research praxes of criminology that typically ignore… "ordinary" knowledge'.…”

Section: 'Public Criminology': a Counter To Marginality?mentioning

confidence: 99%

“…Such transparency, she adds, should extend to explicating the values that guide criminologists’ actions. While there is a risk that approaching crime and criminality from certain standpoints ‘may unintentionally alienate students with differing views’ (Hamilton, 2013: 23), value-neutrality in the teaching of criminology is neither possible nor desirable given the subject matter (Braithwaite, 2011). Canton (2019: 4) makes a similar argument on values in his analysis of the European Probation Rules (EPR).…”

Section: Developing a Pedagogy Of Public Criminology For Csmmentioning

confidence: 99%

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A pedagogy of ‘public criminology’ as a counter to marginality? Lessons for community sanctions and measures from thePedagogy of the Oppressed

Tidmarsh

2022

Probation Journal

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As a subject of study in higher education, criminology has never been more popular; and yet, criminologists occupy an increasingly marginal position within political and media spheres. This marginalisation has arguably been to the detriment of those with lived experience of the criminal justice system, an oppressed class whose number has grown exponentially after several decades of a ‘tough on crime’ consensus on criminality. While much research focuses upon the impacts on imprisonment, an emergent literature has highlighted how individuals experience community sanctions and measures (CSM). This article utilises Paulo Freire's Pedagogy of the Oppressed to accentuate the transformative potential of teaching and learning practises within criminology, and CSM in particular. It applies his writings to the literature on ‘public criminology’, a perspective that aims to render the field more transparent, applied, evidence-based, empowering, and committed to social justice. Drawing from personal reflections as an ‘academic criminologist’ engaged in teaching and research on CSM, the article advocates for a ‘pedagogy of public criminology’ that empowers students, as future criminal justice professionals, with the skills to be public-facing, active, and critical subjects who can make a difference in the lives of individuals subject to CSM.

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Section: 'Public Criminology': a Counter To Marginality?mentioning

confidence: 99%