Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education

Barton, Alana; Corteen, Karen; Davies, Julie T.; Hobson, Anita

doi:10.1080/10511250903497917

Cited by 20 publications

(16 citation statements)

References 17 publications

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“…The findings are consistent with the results of Barton et,al.,(2010) which highlighted that learning and teaching in a dialectical relationship among teachers and students is part of liberating and critical pedagogical practices and in this students because active participant in class and outside the classroom. These practices help students in enhancing their skills and abilities to ask questions, and explore subjects that eventually lead to acquiring knowledge.…”

Section: Discussionsupporting

confidence: 93%

Effect of Liberating Approach of Teaching on Students’ writing skills in English at Secondary School

Bagum¹,

Chaudhary²

2019

REAL

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Current The major purpose of this study was to compare the effectiveness of liberating approach of teaching with banking approach of teaching in the subject of English at secondary level in Pakistan. In order to develop the rational of the study, an experiment was devised to identify the effect of liberating approach of teaching on students’ achievement in the subject of English at secondary school level. Through this approach student creativity and mental power is stimulated and better used in academic and social context. The population of the study was included all the students of science and arts enrolled in 9th class in girls’ comprehensive higher secondary school of the Multan city. The researcher was selected two intact group sections of English medium science and both the sections have total 104 students. The study was Quasi Experimental with a Non-equivalent control group pre-test post-test design. One section was randomly selected an experimental group (X1) and the other was assigned to control group (X2).A pre-test and post-test were developed by the researcher, through carefully reviewing the methods of test development regarding quantifying students language skill, that is writing skills. A panel assessed the validity of both the test. The test had 50 marks for writing capacity (writing skills test).A pilot study was conducted to validate the instruments .The results also showed that treatment enhanced the achievement level of the experimental group in English. The researcher has confirmed that liberating approach is connected with learning techniques and strategies; and it is recommended that teacher of English should apply liberating approach to improve writing skills of the students in the classes. The findings revealed that liberating approach is more effective as compared to banking approach (traditional) of teaching. It is recommended that the teachers should apply liberating approach of teaching in the classes in order to improve writing skills of the students.

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Section: Discussionsupporting

confidence: 93%

Effect of Liberating Approach of Teaching on Students’ writing skills in English at Secondary School

Bagum¹,

Chaudhary²

2019

REAL

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“…A critical pedagogical approach endeavors to challenge social injustices that result from structural inequalities present in society (Kershaw, 2012). Critical pedagogy aims to challenge dominant ideologies, deconstruct power relations and empower those who are oppressed (Barton, Corteen, Davies, & Hobson, 2010). The underpinning philosophical orientation of this research was transformative, seeking to give voice to a marginalized subgroup (offenders) and attempting to raise consciousness of inequality, and advance an agenda for change (Cresswell, 2011;Mertens, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…Using desistance narratives in lecturing offers students an alternative perspective, rather than just theorizing the onset and persistence of criminal activity. Students should be given opportunities to reconceptualise taken for granted facts and issues and understand the relationships between individual experiences and broader social and shared realities (Barton et al, 2010). Giving students the opportunity to develop an empathetic consciousness, criminology teaching can provide a forum for "raising self-awareness around fundamental social values with the aim of developing a more tolerant and inclusive culture" (Barton et al, 2010, p. 24).…”

Section: Introductionmentioning

confidence: 99%

Using Desistance Narratives as a Pedagogical Resource in Criminology Teaching

Nixon

2020

Journal of Criminal Justice Education

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“…Application of such principles to the HE sector has transformed the way that universities function (Bottrell & Manathunga, 2019). Principally, universities have become market competitors, promoted by state and corporate actors, to directly participate in ‘economic productivity of the country’, and commodify academic knowledge (Barton et al, 2010; Frauley, 2005; Maisuria & Cole, 2017, p. 604; Tombs & Whyte, 2003). Corporatisation of universities has developed considerably in the UK over the last two decades resulting in a new HE context (Winkle, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ultimately, these measures provide multiple ways in which universities, departments, and individual academics, can be ranked in terms of teaching and research. As Barton et al (2010) argue, the marketisation of HE has changed both the purpose of academic work and students’ expectations of a degree. In doing so, neoliberalisation of HE accentuates and perpetuates structural inequalities for academic staff and students by positioning economic value over knowledge development.…”

Section: Literature Reviewmentioning

confidence: 99%

Whose Voices are Prioritised in Criminology, and Why Does it Matter?

Stockdale

Sweeney

2022

Race and Justice

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This paper presents in-depth research into the reading lists used by a new criminology Bachelor of Arts degree programme at a post-92 English University. Previous research into structural inequalities in relation to race, ethnicity, and gender that exist within academia in relation to scholarly outlets, and that have focussed on scholarly influence, have charted the most cited or most significant texts in the field or explored gender and race discrepancies within elements of the publication process. In this paper we explore how scholarly work is included in our teaching practice and the impact reading lists have on the student experience of criminology. We highlight a distinct lack of representation and diversity within the authorship of texts in the context of both core and recommended reading for students. We found reading lists to be overwhelmingly white and male. Work by women and people of colour only tended to feature on distinct modules which focussed on gender or ethnicity, race, and crime. Voices from the global majority are excluded from fundamental concepts and criminological theory modules. This paper will discuss our research findings in depth, highlighting where Black and female voices are neglected, marginalised, and excluded in the criminology curriculum.

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Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education

Cited by 20 publications

References 17 publications

Effect of Liberating Approach of Teaching on Students’ writing skills in English at Secondary School

Effect of Liberating Approach of Teaching on Students’ writing skills in English at Secondary School

Using Desistance Narratives as a Pedagogical Resource in Criminology Teaching

Whose Voices are Prioritised in Criminology, and Why Does it Matter?

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