Abstract
Academic criminal justice is normatively organized, mirroring the normative focus of the public sector criminal justice apparatus. This normative focus carries into the classroom, where criminal issues are described in terms of liberal or conservative crime control values. This article argues that interpretive or hermeneutic approaches to education provide a counterbalance to the normative focus. Two classes are described, one undergraduate and one graduate, in which students are challenged to think interpretively about justice issues.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
