Teaching and doing anti-criminology: An autoethnography of transgressive pedagogies.
As both first-generation, working-class Canadians from Italian immigrant families we were very much outsiders to the academy when we began our respective university studies in the late 1980s. Today, as third-generation critical criminologists, we strive to bring an intersectional perspective to the...
| Publicado en: | Contemporary Justice Review Vol. 25; no. 3/4; pp. 256 - 271 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep-Dec2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=163342636&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 163342636 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10282580 7VQ jtl: Contemporary Justice Review issn: 10282580 maglogo: N pubinfo: dt: Sep-Dec2022 vid: 25 iid: 3/4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 163342636 10.1080/10282580.2023.2181285 ppf: 256 ppct: 15 formats: tig: atl: Teaching and doing anti-criminology: An autoethnography of transgressive pedagogies. aug: au: Colaguori, Claudio Muzzatti, Stephen L. affil: Department of Equity Studies, York University, Toronto, Canada Department of Sociology, Toronto Metropolitan University, Toronto, Canada su: Hooks, Bell, 1952-2021 Learning Power (Social sciences) Class differences Social justice Critical self-reflection Immigrant families Flipped classrooms sug: subj: Learning Power (Social sciences) Class differences Social justice Critical self-reflection Immigrant families Flipped classrooms Hooks, Bell, 1952-2021 keyword: bell hooks critical criminology critical pedagogy Left Realism Working-class Italians Zemiology bell hooks critical criminology critical pedagogy Left Realism Working-class Italians Zemiology ab: As both first-generation, working-class Canadians from Italian immigrant families we were very much outsiders to the academy when we began our respective university studies in the late 1980s. Today, as third-generation critical criminologists, we strive to bring an intersectional perspective to the classroom and to likewise enable marginalized students to find their voice and position themselves as active subjects, not objects of others' inquiry. From sharing the insights offered by Left Realism and Zemiology the authors offer an autoethnographic account of teaching crime and justice. In keeping with hooks' observation that the reality of class differences is starkly revealed in educational settings, this paper seeks to explore the intersections between teaching and learning as a process that involves existential self-reflection towards a critical pedagogy aimed at creating an inclusive teaching and learning space that challenges myths, demythologize power relations, and promotes social justice. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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