Teaching critical crimimology and critical justice studies in Canada

Abstract

This paper explores four problems in relation to teaching critical criminology. First, it argues that use of the label critical criminology is misleading because it sometimes creates the impression that antagonistic theoretical perspectives are similar. Second, it profiles the student audience for criminology courses in Canada, arguing that students in different programmes and with different social backgrounds present instructors with different teaching problems. Third, it reviews some of the more recent criminology and criminal justice texts and suggests that some may not be suitable for students taking their first course in criminology or criminal justice. Fourth, it reviews a particular teaching strategy to deal with various teaching situations and suggests that an interactive, comparative teaching model might be the best method when teaching controversial perspectives.