Abstract
This chapter explores Garland’s five ‘troubling’ developments in criminology with particular emphasis on the expansion of criminology programs. Garland (2011) suggest that as criminology increasingly becomes a stand-alone ‘discipline’ (he rejects the claims of criminology as a discipline), it is increasingly separated from other disciplines and oriented towards vocational training and practical governmental objectives (both in terms of research and training). He sees particularly strong evidence of this emanating from the US. But to what extent is this true of other countries such as Australia? The first section introduces some selected literature on the development of criminology and scholarship on learning and teaching in criminology (SCOLATIC) and the efforts of the discipline to create learning and teaching ‘standards’. Following this, the chapter addresses Garlands concern about the directions of the institutional development of criminology.
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Notes
- 1.
The divisions between ‘criminology’ and ‘criminal justice’ are important but not the focus here. See Sorensen et al. (1994) for a study of differences between ACJS and ASC members. Marenin and Worrall (1998) explore what they regard as five intellectual traditions shaping this field: police science, criminology, penology, normative and legal theory, and policy studies. Any or all of these approaches could be in the ACJS or ASC members’ foci.
- 2.
This was produced by a group chaired by Maureen Cain and subsequently revised and published as Criminology 2007.
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Palmer, D. (2020). The Five ‘Troubling’ Developments in Criminology. In: Palmer, D. (eds) Scholarship of Teaching and Learning in Criminology. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-35158-8_1
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