A Narrative Typology of Teaching Race in Criminology and Criminal Justice

• In Event: Narrative Criminology #2: Power and Resistance in Intersecting Institutional and Personal Narratives

Abstract

This paper presents the results of an analysis of interviews with fourteen faculty members who teach courses within Criminology and Criminal Justice departments. It is part of a study of the relationship between graduate school experiences and teaching practices relating to race. The analytic method is rooted in Dynamic Narrative Inquiry (Diaute 2014). We identified a typology of five narrative types among participants: Activists, Critical Theorists, Pragmatic Practitioners, Mainstream Faculty, and “I teach the law.” The typology arises from an analysis of the narrative arc of the interviews, key themes within the interviews, and the values expressed. Activists envision teaching as a way of empowering their marginalized communities. Critical Theorists see race as a social structural phenomenon shaping life outcomes and plan extensive discussions in their courses. Intersectionality and critical race theory are central to their narratives. Pragmatic Practitioners are former law enforcement officers who recognize the role played by race in shaping interactions in the criminal legal system. They are focused on problem-solving and resolving situations. Mainstream Faculty recognize racial disparities but do not plan extensive discussions of race. “I teach the law” faculty are reluctant to discuss race and see it as an impediment to focusing on facts.

Authors

• Deirdre Caputo-Levine, Idaho State University

• Vanessa Lynn, Marist College