Abstract
There are calls across Higher Education to address deep structural inequalities with specific concerns that the marginalisation of certain voices (female, colonised, nonwestern and LGBTQ+) has influenced and distorted the production of knowledge in relation to key criminological topics and issues (Agozino, 2003; Cunneen and Rowe, 2015; Connell, 2007).
This article presents initial findings from a pilot study exploring the curriculum of a new criminology Bachelor of Arts degree programme at a post-92 English University. It provides a timely starting point, given the proliferation of HE criminology courses in the UK, and suggests there is both increasing pressures to develop course material and over-familiarisation and acceptance of dominant narratives in criminology. This paper serves as a call to action to critically engage with the sources used: in so doing we put forward a simple ‘inclusivity matrix’ that can be used both when designing curricula and for teaching critical information literacy.
This article presents initial findings from a pilot study exploring the curriculum of a new criminology Bachelor of Arts degree programme at a post-92 English University. It provides a timely starting point, given the proliferation of HE criminology courses in the UK, and suggests there is both increasing pressures to develop course material and over-familiarisation and acceptance of dominant narratives in criminology. This paper serves as a call to action to critically engage with the sources used: in so doing we put forward a simple ‘inclusivity matrix’ that can be used both when designing curricula and for teaching critical information literacy.
| Original language | English |
|---|---|
| Pages (from-to) | 84-105 |
| Journal | Papers from the British Criminology Conference |
| Volume | 19 |
| Publication status | Published - Dec 2019 |
Keywords
- higher education
- neoliberalism
- decolonialising the curriculum
- race
- gender