scholarly journals A Critical Approach to Service-Learning Criminal Justice and Criminology Courses

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Kiesha Warren-Gordon
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Critical Approach

The Nuts and Bolts of Critical Service Learning Theoretical Foundations

2018 ◽  
Author(s):  
Annette Johnson ◽  
Cassandra McKay-Jackson ◽  
Giesela Grumbach
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Youth Development ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Critical Approach ◽  
Social And Emotional ◽  
Mapping Tool ◽  
The Status

Critical service learning (CSL), social and emotional learning (SEL), and positive youth development (PYD) represent key elements for promot¬ing healthy attitudes and behaviors among youth. This chapter explains each component and provides a theoretical overview. As mentioned in Chapter 1, CSL represents a therapeutic strategy that encompasses a philosophy of youth empowerment. CSL emphasizes youth becoming empowered to view themselves in relation to others, as partners, to bring about change in their environment. Mitchell (2008) defined CSL as an approach that challenges youth to become self-aware of how their own situations influence their relationships within their community. When these relationships are based on the concerns of the community, they can facilitate CSL through the examination of issues of power, privilege, and oppression— and disparaging assumptions of class, gender, and race— and then take action to address unjust and inequitable social and economic systems (Cipolle, 2010). Youth engage in critical thinking about the problems they face within their own communities and are encouraged to take action. The critical approach to service learning promotes social justice and challenges the status quo. The approach to CSL involves three key elements: “working to redistribute power amongst all participants in the service learning relationship, developing authentic relationships in the classroom and in the community and working from a social change perspective” (Mitchell, 2008, p. 50). The goal of CSL is to examine power relations, challenge oppressive institutions, and cultivate in youth the power to take action. In our model, the CSL approach presents “student voice” as a necessary component to create a sense of empowerment and authentic engagement. The community web-mapping tool discussed in Chapter 3 serves as the vehicle for students to address social justice issues as they compare and contrast their vision of perfect and imperfect communities (Figure 2.1). Social and emotional learning is a framework that provides opportunities for young people to acquire the skills necessary for maintaining personal well-being and positive relationships across their life span (Elbertson, Brackett, & Weissberg, 2009). The five competency clusters for students are the following: 1. Self- awareness: the ability to accurately recognize one’s emotions and thoughts and how they influence behavior.

An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

2009 ◽  
Vol 32 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Nancy Beth Hirschinger-Blank ◽  
Lori Simons ◽  
Alexandra Kenyon
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Undergraduate Students ◽  
Learning Model

scholarly journals 28. Community-Based Research: Learning About Attitudes Towards the Criminal Justice System

2012 ◽  
Vol 5 ◽  
pp. 161
Author(s):  
Tammy A Marche ◽  
Jennifer Briere
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Criminal Justice System ◽  
Justice System ◽  
Research Report ◽  
Community Based ◽  
Community Based Research ◽  
Student Researchers ◽  
The Law ◽  
John Howard

Research points to the pedagogical value of an engaged and community service-learning approach to developing understanding of course content (Astin, Vogelgesang, Ikeda, & Yee, 2000).  To help students achieve a better understanding of how the discipline of psychology contributes to the discipline of law, some students in a second year psychology class participated in a community-based research project, partnering with the Elizabeth Fry Society and the John Howard Society.  The objective of the study was to determine whether there are differences in attitudes towards the criminal justice system between individuals who have, and have not, been in conflict with the law.  The student-researchers interviewed men and women from the John Howard and Elizabeth Fry Societies, who had been in conflict with the law, regarding their attitudes toward the criminal justice system, and compared their responses to those given by undergraduate psychology students who did not participate as student-researchers in the project. Responses revealed some commonalities (e.g., recommendations to change sentencing practices) as well as differences (e.g., satisfaction with the justice system). The students wrote a research report describing the findings of the study as well as their reflections on their experience.  In addition to the positive feedback received from the community organizations, the students participating in the project reported that they found it to be a  positive, enriching, and rewarding experience. 

scholarly journals The Center for Service-Learning (CSL) at IU East

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Ann Tobin
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Learning Experience ◽  
Small Towns ◽  
Service Area ◽  
Pluralistic Society ◽  
Course Objectives

The Center for Service-Learning (CSL) at IU East works with 20-80 service-learning students every semester from course-based assignments, including students from Education M300 Teaching in a Pluralistic Society, as well as students in Criminal Justice, Psychology, or Spanish courses. We meet with each student to find a service-learning experience that fits with their schedule, location, and course objectives. Students’ experiences in the community often lead to new partnerships in the small towns in the wider IU East service area.

A Reflection on the Role of Community Engagement Professionals in Justice Work

2021 ◽  
pp. 170-185
Author(s):  
Marianne Magjuka
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
Service Research ◽  
Transformative Change ◽  
Critical Approach ◽  
The Public ◽  
Community Based Programs ◽  
Power Differentials ◽  
Dominant Narratives

Institutions of higher education have the opportunity to address pressing social problems by harnessing the resources of the academy for the public good. Public work takes many forms, including direct service, research, service-learning, and civic engagement. When developing community-based programs and courses, faculty and community engagement professionals (CEP) must consider how to account for power differentials, grapple with root causes, and challenge dominant narratives so as to avoid reinforcing harmful stereotypes. This critical approach to community engagement may result in a justice-orientation to community work. In this chapter, the author explores various modes of community engagement, discusses the central considerations in designing opportunities for students, and describes justice-oriented engagement. In addition, the author reflects on her own experiences and describes the competencies required of a justice-oriented CEP. Finally, the author highlights new directions in community engagement work as a vehicle for transformative change.

An Evaluation of a Service-Learning Model for Criminal Justice Undergraduate Students

2009 ◽  
Vol 32 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Nancy Beth Hirschinger-Blank ◽  
Lori Simons ◽  
Alexandra Kenyon
Keyword(s):  
Criminal Justice ◽  
Service Learning ◽  
Undergraduate Students ◽  
Intellectual Development ◽  
Mixed Methods Design ◽  
Political Awareness ◽  
Problem Solving Skills ◽  
Service Projects ◽  
Students Attitudes

A triangulation mixed-methods design was used to measure differences in service-learning outcomes for 32 students enrolled in criminal justice courses during the academic years 2003 (n = 16) and 2005 (n = 16). Results show that service-learners increase their political awareness and course value but experience a decrease in problem-solving skills and preference for short-term and long-term participation in service projects over the course of the semester. Results further indicate that service-learning impacts the majority of students' attitudes regarding diversity, as well as their interpersonal, personal, and intellectual development.

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