Teaching the irrelevance of law on criminal procedure

Dados Bibliográficos

ID15317226
AutoresChristopher E Smith (0009-0008-6831-4141, Michigan State University, autor correspondente)
Ano1996
Volume7
Fascículo1
Páginas45-58
Data de publicação1996-03-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Criminal Justice Education (JOURNAL)
Identificadores do periódicoISSN: 1051-1253 • E-ISSN: 1745-9117
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511259600083581
OpenAlexW2075398450
IdiomaEN
Citações recebidas2
Referências citadas5

The traditional methods of teaching constitutional criminal procedure by using legal casebooks and separate law courses impair our students' ability to understand the impact of law on criminal justice. Students could more clearly comprehend law in context if faculty members taught legal topics in regular courses on policing, courts, and corrections. This paradigm shift would require faculty members to critically examine whether our current replication of law school methods and materials fulfills the broad purposes of criminal justice curricula. Additional informationNotes on contributorsChristopher E. Smith I am grateful to Candace McCoy, Peter Manning, George Cole, Dennis Payne, Ronald Kramer, and Harry Stumpf. My thinking has been shaped by my conversations with these colleagues, but they bear no responsibility for my analysis and conclusions. I also wish to thank the anonymous reviewers and Marv Zalman for their constructive comments and criticisms

Criminal justice · Criminal law · Criminal procedure · Criminology · Political science · Sociology · Law · Law in Society and Culture · Legal Education and Practice Innovations · Psychology