Pedagogical Reconstruction: Incorporating African-American Perspectives Into the Curriculum

• NCJ Number: 156203
• Journal: Journal of Criminal Justice Education Volume: 6 Issue: 1 Dated: (Spring 1995) Pages: 85-104
• Author(s): V D Young; H T Greene
• Date Published: 1995
• Length: 20 pages
• Publication Format: Article
• Publication Type: Survey
• Language: English
• Country: United States of America

Annotation

This article analyzes historical and current works by Black Americans on race and crime, and begins to integrate these works into the criminology/criminal justice curriculum as part of an ongoing pedagogical reconstruction.

Abstract

The authors discuss Black American perspectives in the context of the continuing cultural literacy/multiculturalism debate, and review Black American scholarly research published between 1899 and 1989. Black Americans' works have a history that parallels mainstream works, but also there are works that differ significantly from the mainstream. It becomes clear from this survey that there is no monolithic Black American perspective on race and crime. Black American perspectives can be incorporated into criminal justice curricula by making these works mandatory reading, assigning descriptive and evaluative critiques of specific works, and assigning comparative analyses of mainstream and Black American research. 4 tables, 7 notes, and 76 references