Bridging the Normative Gap in Graduate Criminal Justice Curricula

Teaching Theories of Justice

Bibliographic Data

ID15316481
AuthorsJ J Willis (0000-0001-9954-8401, corresponding author)
Year2011
Volume23
Issue1
Pages81-102
Publication date2011-11-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Criminal Justice Education (JOURNAL)
Journal identifiersISSN: 1051-1253 • E-ISSN: 1745-9117
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10511253.2011.630675
OpenAlexW1979137848
LanguageEN
Citations received2
References cited35

Encouraging graduate students to think about the values that guide criminal justice policy and practice and their implications for justice is essential for a full understanding of the field. In fact, several prominent scholars have recently called for an approach that integrates empirical with normative analysis. Based on an examination of empirical evidence on pedagogical practices, literature on normative theories, and personal teaching experience, this article attempts to bridge this “normative gap.” It is structured around three core questions: (1) Why teach about justice in a criminal justice program? (2) What might be the course goals? and (3) What challenges are likely to arise and how might they be overcome? Ultimately its purpose is to make a compelling case for the teaching of a course on justice and offer some practical guidance on how such a course might be taught

Criminal justice · Criminology · Curriculum · Economic Justice · Empirical research · Epistemology · Normative · Pedagogy · Political science · Sociology · Criminal Justice and Corrections Analysis · Judicial and Constitutional Studies · Law · Legal Education and Practice Innovations · Psychology

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