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This paper presents approaches for teaching criminal justice university-level courses from a theoretical relationship that deconstructs common traditional approaches. The paper reviews traditional criminal justice pedagogy which overwhelmingly maintains the preservation of the status quo, promotes the criminal justice industrial-complex, and prevents students from the ability to think critically. Such an education produces minion-like students who may enter the criminal justice profession as un-critical practitioners, foreclosing them from the opportunity to be develop into engaged abolitionists. By drawing upon models of critical pedagogy, feminist abolition and anarchism, this paper offers a tripartite theoretical model that has the potential to collectively contribute to vibrant student-centered learning.