Using Content Analysis Projects in the Introduction to Criminal Justice Classroom

Challenging What They All Know: Integrating the Real/Reel World into Criminal Justice Pedagogy

“…Included among the many active learning techniques in the current college classroom are debates, experiential learning, games and simulations, role plays, group work, case study analysis, use of films and literature, group work, content analysis, use of pop culture, guest speakers, and field trips (Bernstein, Scheerhorn, and Ritter 2002;Bordt and Lawler 2005;Brown 2006;Dabney, Green, Topalli 2006;Engel 2003;Finley 2004;Jones 2006;Kenselman and Johnson 2004;Leblanc 1998: Levy andMerenstein 2005;Lichtenberg, Lune, and McManimon 2004;Livingston 2004;Misra 2000;Monk-Turner and Payne 2005;Nickoli, Hendricks, Hendricks, and Osgood 2003;Oberle 2004;Patenaude 2001;Payne et al 2003;Quinn, Holman, andTobolowsky 1992:, Robinson 2000;Sellers 2002;Sims 2006;Williams and Robinson 2004;Wolfer and Baker 2000).…”

“…Content analysis, in a variety of guises, also is a frequently used active learning strategy in a criminal justice context (Finley 2004). One such project for an introductory criminal justice class described by Finley (2004) involves the student, alone or in a group, viewing selections from a particular form of media for its portrayal, themes, and messages about a criminal justice issue or actor and, then, contrasting these with the realities derived from data and other scholarly work.…”

“…One such project for an introductory criminal justice class described by Finley (2004) involves the student, alone or in a group, viewing selections from a particular form of media for its portrayal, themes, and messages about a criminal justice issue or actor and, then, contrasting these with the realities derived from data and other scholarly work. It has been shown that this activity is not only enjoyable for students, but that it also stimulates critical thinking skills, visual literacy, and when used in a group setting cooperative learning (Finley 2004;Rafter 2008).…”

“…In doing so, the individual should be required to justify his decisions, by referencing specific words, behaviors, events, and institutions from the work. The student, thus, is learning something about content analysis (Finley 2004;Quinn et al 1992), which is explained and demonstrated in class beforehand. Moreover, activities such as this help to overcome the well-documented (and experienced) "student theory phobia" (Levy and Merenstein 2005:66), as the student is able to relate factors and circumstances presented at an abstract theoretical level to real life situations.…”

Making space for restorative justice in criminal justice and criminology curricula and courses

“…Role-plays can be varied to show students the applicability of restorative justice to a range of crimes from misdemeanors to felonies. These active and engaging experiences require students to change their perspectives, even if only momentarily, on offenders and victims and the relationships between them, which fosters critical thinking about crime (Finley, 2004;Holsinger, 2008). …”