The Asian Criminological Paradigm and How It Links Global North and South: Combining an Extended Conceptual Tool box from the North with Innovative Asian Contexts

Abstract

In their recent seminal paper 'Southern Criminology', Carrington, Hogg and Sozzo (2016) address the issue of the global divide between South/North relations in the hierarchal production of criminological knowledge. They point out that the divide privileges theories, assumptions and methods that are largely based on the empirical specificities of the global North. Carrington et al. contend that the dominance of global North criminology has led to a severe underdevelopment of criminology in the global South, except 'in Asia, with the establishment of the Asian Criminological Society and its journal' (Liu 2009, in Carrington et al. 2016: 3). Carrington et al. propose an important task of bridging the global divide through further developing criminology in the global South. My present paper reviews the development of Asian criminology under the framework of the Asian Criminological Paradigm (Liu 2009). I primarily review the conceptual and theoretical developments, to suggest strategies that can contribute to the task of bridging the gap between global North and South. What Asian criminology has done is expand the theoretical tool box originally developed in the global North through the strategies of transportation of theories, elaboration of theories, and proposing new concepts and theories based on the empirical grounds of Asian contexts.

Education Fever and Adolescent Deviance in China

“…Our findings demonstrate that education fever, particularly involving massive educational investment, has formed a culturally distinct source of strain that leads to children's deviant behaviors. Extending the arguments of GST, we reconfirm the values of constructing and testing culturally sensitive measures and theories (Braithwaite, 2015;J. Liu, 2018;Messner, 2015) and lays the groundwork for future research on adolescent deviance and delinquency in China and other Asian countries that experience similar education fever.…”