English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Post-secondary institutions have been increasingly called upon to decolonize pedagogy and syllabi. Minimal research has examined decolonization efforts within criminology curricula despite such classes often exploring structural racism in discussions of the overrepresentation of Indigenous, Black, and other racialized persons in the criminal justice system. Through a content analysis of multiple written assignments – written by 25 undergraduate students enrolled in a decision-making in criminal justice class offered at a university in western Canada – this study explores how an instructor decolonized their course through the strategic use of Indigenous literature and scholarship. The results indicate a single course does not provide enough time to unravel the complex connections between colonialism and Indigenous peoples’ involvement in the justice system. Further, students have a desire to engage in difficult conversations about racism and colonialism. Take-aways for consideration by instructors and administrators working towards decolonizing curricula are discussed.

Decolonizing Criminology: Exploring Criminal Justice Decision-Making through Strategic Use of Indigenous Literature and Scholarship