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Critical thinking in criminology: critical reflections on learning and teaching
Fostering critical thinking abilities amongst students is one component of preparing them to navigate uncertain and complex social lives and employment circumstances. One conceptualisation of critical thinking, valuable in higher education, draws from critical theory to promote social justice and redress power inequities. This study explored how students’ critical thinking developed in a discrete core unit of criminology. Second and third year students were invited to participate in the research. Participants wrote critical reflections on how their thinking about crime and criminal justice had developed throughout the unit. Analysis of responses indicated that certain topics were salient to students, offering a way to engage them in deeper thinking. Students’ critical reflections showed evidence of personally relevant meaning-making, including the development of more nuanced thinking about crime and justice, and more compassionate rationales for aspiring to careers within the field. Implications for learning and teaching critical thinking in criminology are discussed.
History
Publication title
Teaching in Higher EducationVolume
22Issue
8Pagination
891-907ISSN
1356-2517Department/School
School of Social SciencesPublisher
RoutledgePlace of publication
United KingdomRights statement
Copyright 2017 Informa UK Limited, trading as Taylor & Francis GroupRepository Status
- Restricted