被定罪,成为受害者或其他? 一个反思性的参与酷儿犯罪学,利用一种关系式教学方法
Liam Wrigley1, Evangelia Koumentaki2
1School of Criminology, Investigation and Policing, Leeds Trinity University, Leeds, United Kingdom.
Frontiers in sociology
|May 8, 2024
概括
酷儿犯罪学奖学金正在扩大,超越了受害者叙述. 本研究探讨在高等教育中使用关系教学和反射实践来教授LGBTQIA+问题,以促进包容性学习环境.
科学领域:
- 酷儿犯罪学 酷儿犯罪学
- 教学和学习奖学金 (SOTL)
- 高等教育教学的教学.
背景情况:
- 酷儿犯罪学关注LGBTQIA+和性别多样性社区中的犯罪和受害.
- 现有的学术研究往往侧重于受害者叙述,限制了更广泛的理解.
- 在教导LGBTQIA+问题时,需要超越双元的受害者/刑事化.
研究的目的:
- 探索创新的教学方法,教学酷儿犯罪学.
- 检查关系教学和反射实践在高等教育中的应用.
- 培养包容性学习环境,挑战传统的受害者/犯罪框架.
主要方法:
- 利用翻转的课堂环境,让学习者成为专家.
- 在Queer犯罪学教学中应用关系教学镜头.
- 从女权主义,非殖民主义和酷儿犯罪学角度结合反射性实践.
- 在教育环境中采用创伤信息化的方法.
主要成果:
- 翻转课堂和关系式教学促进学习者的专业知识和参与.
- 反思性实践提高了对交叉不平等的理解.
- 以创伤为基础的方法创造了更安全,更包容的学习空间.
- 制定了导航政策,理论和实践紧张局势的策略,教导酷儿犯罪学.
结论:
- 教导酷儿犯罪学需要超越以受害者为中心的叙述.
- 关系教学和反射实践在高等教育中是有效的.
- 包容性的教学策略对于解决复杂的社会正义问题至关重要.
- 建立学习联盟可以增强酷儿犯罪学的学术和实践.
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