Focusing on criminal justice classrooms is also a necessary exercise while cases of institutional sexism and racism (and other forms of discriminatory practices) remain prevalent. They are often aware that students taking part in these discussions may be inspired to use their insight to work towards effecting meaningful change within their own zones of influence, or later on as part of their careers. Understanding how invested tutors convey this information with meaning and passion can shed important light on how students feel inspired into taking action, particularly when deciding their future career path upon graduation.įor socio-legal educators teaching about criminal justice, classroom-based discussions hold significant potential for addressing lived and learned experiences of injustice, unfairness, and inequality. Exploring how issues of social relevance manifest in curriculums provides a useful starting point for discerning what undergraduates are taught. 1 Given both the increasing numbers of domestic and international undergraduate students studying criminology and law, and many aspiring to work in the wider criminal justice field upon graduation, graduates have the potential to shape the very justice processes they learn about at university. Entry trends collated by The Law Society indicate that in 2020/21, places were offered to two-thirds of the 31,585 applicants. The number of UK law applicants-which has always been a popular degree-has also grown exponentially in recent years. Stockdale and Sweeney ( 2019) highlighted the growth in criminology specifically, with 130 providers offering 906 courses in 2019/20, rising to 154 providers offering 1116 courses the following year. Criminology and law degrees remain popular choices for students in the UK.
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