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.
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