Experiential Learning in Criminology: Balancing Ethical Considerations with the Educational Benefits of Prison Field Trips

• In Event: Enhancing Student Support and Experiential Learning in Criminology Education

Abstract

The value of experiential learning activities within education have long been discussed as a significant means for students to connect theoretical ideas with real-world experiences. Engaging students in field trips into criminal justice settings can be regarded as a form of purposeful pedagogy that attempts to enhance student engagement, further their understanding of the penal system and encourage critical reflection. Despite these benefits, there is also a need to take into account the ethical complexities of conducting learning experiences of this nature, particularly in the example of prison field trips. Safety and security concerns, as well as upholding the dignity of those incarcerated, are important factors to consider in the organisation and outcomes of this kind of learning activity.

Drawing on student feedback and prior research on experiential learning, this paper examines the significance of undertaking prison field trips for undergraduate criminology students, reflecting on their educational benefits as well as the ethical challenges that are presented. This paper suggests an effective pedagogical framework for student prison visits, including the use of structured briefing and debriefing sessions, guided reflections about the experience and upholding ethical practices to limit the notion of the penal gaze and other potential harms. It also reflects on prison field trips more generally for their pedagogical value, allowing for an enriching learning experience that can provide a more critical understanding of the realities of imprisonment. This paper therefore adds to current discourse and practice relating to experiential learning in criminology, as well as the research into practical and ethical approaches to visiting prisons.

Author

• Melissa Henderson, Lecturer of Criminology and Sociology at Royal Holloway, University of London