Scholarship of Teaching and Learning in Criminology

Preface
Contents
Notes on Contributors
List of Figures
List of Tables
Chapter 1: The Five ‘Troubling’ Developments in Criminology
	The Institutional Development of Criminology and Learning and Teaching Scholarship
	50 Years of Australasian Criminology
	Five ‘Troubling’ Developments in Criminology
	Concluding Comments
	References
Chapter 2: Transforming Pedagogy in Criminology
	Introduction
	Twenty-First Century Challenges
	The Scholarship of Teaching and Learning and Transformative Pedagogy
	Transformative Pedagogies and Experiential Learning
	Employing Transformative Criminology in the Classroom
	Conclusion
	References
Chapter 3: Learning Behind Prison Bars: University Students and Prisoners’ Experiences of Studying Together
	Introduction
	Higher Education and the Impact of Inside Out
	Establishing the Inside Out Program in Victoria, Australia
	The Inside Out Teaching Program in Victoria, Australia
	Evaluation of the Inside Out Teaching Program in Victoria, Australia
	Mixed Method
	Participants’ Profile and Response Rate
	Findings and Discussion from the Evaluation
		Understanding of the Criminal Justice System
		Stigma and Negative Stereotypes
		Transformative Learning Experience
		Challenges to the Learning Experience
	Think Tanks
	Conclusion
	References
Chapter 4: Teaching Crime Prevention and Community Safety
	Introduction
	Common Course Content
	Applied and Vocational Orientation
	Case Studies
	Assessment
	Pedagogical Influences
	Limitations and Challenges
	Conclusion
	References
Chapter 5: Trigger Warnings in Criminology Teaching Contexts: Some Reflections Based on Ten Years of Teaching a Sensitive Topic
	Introduction
	An Overview of Trigger Warnings: Origins, Definitions and Controversies
	To Warn or Not to Warn: Competing Views of the Pedagogical Value of Issuing Trigger Warnings
		Arguments in Favour of Issuing Trigger Warnings
		Arguments Against Issuing Trigger Warnings
	Making Some Sense of the Two Positions Advocated About Using Trigger Warnings
	Crime, Law and Trauma: An Approach to Teachings Sensitive Topics
	Does the Existence of the Growing ‘Trigger Warnings’ Discourse Pose a Threat to Our Freedoms as Criminology Teachers?
	The Value of Taking Students Outside Their Comfort Zone
	References
Chapter 6: Employer Expectations of Research Skills Provided in Criminology Undergraduate Education
	Introduction
	Background
		Importance of Information Literacy and Research Methods Training
		Extent of Research Methods Training in Criminology Degrees
		Obstacles Preventing Adequate Research Methods Training
	Aims of the Current Study
	Methodology
		Potential Employers of Criminology Graduates
		Sampling Strategy
		Data Collection Procedures
		Analytic Procedure
	Results
		Bachelor Degrees and Criminology Careers
		Researching the Literature
		Considering Ethics
		Designing Research
		Collecting Data
		Analysing Data
		Writing Reports
	Discussion
	Appendix: Interview Schedule for Potential Employers and Academic Supervisors
		Introductions and Participant Information Sheet
		Interview Schedule
			Section A: Participant and Organisation Background
			Section B: Employer Needs and Expectations
		Conclusion
	References
Chapter 7: Meta Review of Recent Scholarship on Learning and Teaching in Criminology (SCOLATIC)
	Background
	Method
	Criminology Journals
	Discussion
	References
Index