School of Social Sciences. CRIM5001 Explaining Crime 2

Transcription

1 School of Social Sciences CRIM5001 Explaining Crime 2 Semester 1,

2 Table of contents Staff contact details... 3 About this course... 3 Student responsibilities... 3 Learning outcomes... 4 Course design and learning activities... 4 COURSE SCHEDULE... 6 Readings and Resources... 7 WEEK-BY-WEEK SCHEDULE... 9 ASSESSMENT Submission of written assignments Collection of Written Assignments Feedback Course evaluation and development

3 Staff contact details Course convenor Name Dr. Jesse Cale Phone Office location Morven Brown Building, Room G33 address Consultation hours I am available for consultation during semester on Wednesday 12:00pm-2:00pm. Credit points 6 units of credit If you wish to speak with me outside of these dedicated consultation times, please to make an appointment, as I may have meetings or other commitments that affect my availability at other times. About this course Summary of the course This is a core course in the Master of Criminology and Criminal Justice program. It has been designed to introduce postgraduate students to criminological theories and their relationship to policy and practice. It provides insights into the rationale that lies behind the development of criminal justice policies and encourages students to develop their capacity to understand and critique crime, criminalisation and criminal justice policies from a theoretically informed perspective. Students will examine key theories in criminological thought, and will look at how they have informed and continue to inform our understanding of crime and responses to crime. Aims of the course 1. Recognise key criminological theories and apply them to the analysis of criminal behaviou and societal responses to that behaviour; 2. Gain insight into the historical and contemporary development of key theoretical perspectives and recognise their influence on contemporary criminal justice policy options and, 3. Understand the important role theory plays in criminological research and analysis. Student responsibilities You must read and adhere to the UNSW Student Code Policy (2012): There are five primary student responsibilities under this Code: 1. A condition of enrolment that students inform themselves of the University s rules and policies affecting them, and conduct themselves accordingly. 2. An obligation to act with integrity in academic work, to ensure that all academic work is conducted ethically and safely. 3. An obligation to observe standards of equity and respect in dealing with every member of the University community. 4. An obligation to use and care for University resources in a lawful and appropriate manner 3

4 5. An obligation to not diminish the University s reputation in the carrying out of academic and other associated University activities. (UNSW Student Code Policy, Art. 2) A related document is the UNSW Student Misconduct Procedure (2014): All courses in the School of Social Sciences are run in accordance with School, Faculty and University rules and policies. You need to make sure that you are familiar with the School rules and policies, available at particularly those relating to attendance requirements, extensions and late submission of assessed work. Learning outcomes Upon successful completion of this course the student should be able to: 1. Locate current crime policy within the context of criminological theory; 2. Identify strengths and weaknesses in contemporary public debates and crime control policies and assess the validity of underlying theoretical assumptions; 3. Identify theoretical approaches adopted in understanding crime, causes of crime, punishment rationale and strategies; and 4. Demonstrate your understandings of crime theory and policy through scholarly discussion, debate and written analysis of case study material and policies. Course design and learning activities In accordance with UNSW Learning and Teaching guidelines, as a course designed at the Masters level, this course is intended both to supplement existing knowledge and experience and also to develop expertise in the analysis of criminological theory. The course is based on the assumption that students have an active role to play in the learning process and are active participants in the production of knowledge, whether they have prior knowledge or experience of these issues or not. Thus the course actively engages student involvement through independent reading, class participation and the preparation and presentation of written work. The three assessment modes Workbook, Case Study and Policy Paper are designed to enable students to reflect on their understanding of the subject matter and to contextualize the course content in relation to the overall discipline of criminology. This course is designed as a seminar in order to meet the learning outcomes identified above. A seminar can be defined as a class conducted though discussion as opposed to a lecture. For each seminar I will provide a short presentation to introduce the week s topic and main themes and to frame the readings and discussion for that topic. This will be followed by reading groups each week, students will have to read and engage with the required readings, in particular the original texts from McLaughlin et al. (2013), using the following questions as prompts to structure your analysis: What is the approach/perspective? How are you able to determine this? 4

5 Summarise the core argument presented. How well developed are the theories or arguments? Are you convinced by the interpretations presented? Are the conclusions supported firmly by the preceding argument? The readings for the focused reading groups are listed under Required Readings in the Weekby-Week Schedule below. In the seminars, be prepared to divide into small groups to discuss these readings and the Seminar Questions (as listed in the Week-by-Week Schedule ). Each group will then contribute to a whole-group plenary session at the end of the period. The reading groups will be followed by a structured discussion of the topic, in both small groups and as a class. The seminar discussions will provide a structured environment in which students can explore their opinions, challenge current beliefs and develop new conceptual tools and understandings. The aim of the seminar discussion is to enable you to further develop your understanding of the theories we will be exploring and to exchange ideas with others. An emphasis will be placed on student-led learning and discussion, and it is expected that all students will actively contribute to group and class discussions. Students will also be expected to engage in independent study, using the reading lists below, and be prepared prior to each seminar by completing the required readings and as many of the recommended readings as possible. Thus the seminar format will provide a detailed introduction to key ideas and issues, facilitate critical thinking and develop analytical skills. The issues and theories we will be discussing are contested, and it is hoped that you will use the opportunity provided in the seminars to debate your ideas. Seminars are compulsory and are organised around the topics outlined below. The success of the seminar depends on your willingness to participate actively in the reading groups and seminar discussions. Seminar Thursday 6:00pm 8:00pm Matthews 107 5

6 COURSE SCHEDULE Week Date Topic Further Information 1 5 th March Introduction to Criminological Theory: Criminals and Crime 2 12 th March Classical Criminology 3 19 th March 4 26 th March 5 2 nd April Early Biological and Psychological Positivism Early Sociological Positivism: The Chicago School, Anomie and Strain Social Learning, Social Control and Labelling 9 th April - No Classes: MID SEMESTER BREAK 6 16 th April - No Classes: READING WEEK Marxism and Post Modern 7 23 rd Criminology; Critical April Criminology & Left Realism 8 30 th April 9 7 th May th May st May th May Feminist Criminology & Victimology Rational Choice Theory, Routine Activities, and Environmental Criminology Criminal Career & Career criminals: Developmental and Life-Course Criminology Integrated Theory in Criminology The Promises and Perils of Biosocial Criminology Workbook: Thinking about crime workbook submission due 20 th March 2015@11:55pm Workbook: Thinking about criminal justice workbook submission due 27 th March 2015@11:55pm Workbook: Classical and positivist schools workbook submission due 3 rd April 2015 Case Study due 4pm Wednesday 8 th May 2015@11:55pm Policy paper topic must be ed to the Course Coordinator for approval no later than 14 th May th June Assessing Criminological Theory Policy Paper due 11:55pm Friday 5 th June

7 Core text(s) There are two core texts for this course: Readings and Resources 1. Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. 2. McLaughlin, E., Muncie, J. and Hughes, G. (2013). Criminological Perspectives: Essential The texts are available from the UNSW Bookstore. The reading guide for each week s topic is divided into two sections Required Reading and Recommended Reading. It is a requirement that you complete at the minimum the Required Reading i.e. the relevant chapters in the textbook(s) plus (where indicated) the stipulated article/chapter each week before the seminar. In addition to the Required Reading a number of further sources are listed under Recommended Reading. These readings are merely indicative of the wide range of literature available. The idea behind such a reading list is to encourage you to read beyond the compulsory sources. Ideally you will be able to read extensively on the various topics, so as to set what you read in a broader perspective. The included required and recommended readings provide useful material that students can refer to in preparing for their assignments. These lists are not exhaustive, however, and in preparing for seminar discussions and writing essays you are free to use sources from outside the Reading List. Recommended texts, online materials and other useful sources In addition to the Required Reading there are a number of texts that provide coverage of most of the topics analysed in the course. Useful introductory texts include: Braithwaite J. (1989). Crime, Shame and Reintegration. Cambridge: Cambridge University Press. Garland, D. (1990). Punishment in Modern Society. Chicago: University of Chicago Press. Hopkins Burke, R. (2009). An Introduction to Criminological Theory (3rd ed). Willan Publishing. Kubrin, C., Stucky, T. and Krohn, M. (2009). Researching Theories of Crime and Deviance. Oxford: Oxford University Press. Lanier, M.M. and Henry, S. (2004). Essential Criminology (2nd ed). Boulder: Westview Press. Lilly, J., Cullen, F. and Ball, R. (2007). Criminological Theory: Context and Consequences (4th ed). Thousand Oaks: Sage Publications. Valier, C. (2002). Theories of Crime and Punishment. Harlow: Longman Criminology Series Pearson Education. Walklate, S. (2004). Gender, Crime and Criminal Justice. Devon: Willan. Williams, K. (2008). Textbook on Criminology (6th ed). Oxford: Oxford University Press. 7

8 The following journals provide a range of articles that you may find useful for your assessments or other activities related to this course: Aggression and Violent Behavior Australia and New Zealand Journal of Criminology Behavioral Sciences and the Law British Journal of Criminology Policing and Society Crime and Delinquency Crime, Law and Social Change Criminology Criminology and Public Policy Criminal Justice and Behavior Criminal Law Review Critical Criminology Homicide Studies Punishment and Society Journal of Criminal Justice Journal of Interpersonal Violence Journal of Law and Society Journal of Research in Crime and Delinquency Justice Quarterly Sexual Abuse: A Journal of Research and Treatment Theoretical Criminology You may also find these online sources relevant to your studies: Australian Institute of Criminology Crimcast Podcast Cultural Criminology Home Office Institute of Criminology, University of Sydney The Crime Report UNSW Library website Uprooting Criminology: A Reasoned Plot 8

9 WEEK-BY-WEEK SCHEDULE WEEK 1 INTRODUCTION TO CRIMINOLOGICAL THEORY: CRIMINALS AND CRIME Seminar Description In this seminar, we broadly discuss the foundations of theory in criminology and how concepts of crime and criminals have changed over time; crime is relative and evolves. We will provide context to the course by discussing some of the facts known about crime and how these have changed over time to provide context for the theoretical discussions throughout the course. We will discuss epistemologies and how different ways of knowing have affected the development of theory in criminology. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 1 Introduction Recommended Reading Finnane, M. (2012). The origins of criminology in Australia. The Australia and New Zealand Journal of Criminology, 45,

10 WEEK 2 CLASSICAL CRIMINOLOGY Seminar Description Up until the late 18 th century, understandings of crime were informed primarily by spiritual explanations, where crime was seen a sin and therefore evil. Such perspectives supported cruel and torturous forms of punishment, often carried out in public. These understandings of crime and punishment, however, were challenged by the work of Cesare Beccaria, who in 1764 published his influential text On Crimes and Punishment. In this book Beccaria proposed reform within the criminal justice system, proposing that crime was an act of free will, rather than something evil or sinful. He also believed that punishment should fit the crime, and be used to prevent offending. This week we will explore the development of the criminal justice system as we know it through the influence of the work of Beccaria and other classical thinkers. We will explore what the effect of classical (criminological) theory has been on the justice system and how it sought to promote the rights of equal and rational individuals. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 2 Chapter 1 Chapter 2 Recommended Reading Chapter 30 Chapter 40 Seminar Questions 1. To what extent do you think crime is the product of individual free will? 2. Certainty, severity, and celerity are the key elements of deterrence theory. What makes certainty so important? How might policy communicate deterrence? 3. In what ways can we see classical criminological thought operating in today s criminal justice system? 4. What are some of the problems associated with a classical approach to justice? 10

11 WEEK 3 EARLY BIOLOGICAL AND PSYCHOLOGICAL POSITIVISM Seminar Description This week we explore the development of the positivist school of criminology and its influence on understandings of crime and criminality. With positivism, and the work of Cesar Lombroso, the science of crime begins to be explored, along with notions of the born criminal. Later developments within positivism also contributed to psychological and environmental explanations of offending. Such understandings also had an effect on understandings of punishment. In tutorials we will explore the key characteristics of positivist (criminological) theory and how early biological and psychological positivism purports explain crime. We will also compare and contrast positivist and classical perspectives and implications for crime policy. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 3 Chapter 4 Chapter 3 Chapter 5 Recommended Reading Chapter 4 Chapter 12 Seminar Questions 1. What is the social context from which positivism emerged? 2. What are potential policy implications of identifying biological or psychological cause of crime? 3. Why were positivist understandings of criminality met with skepticism, particularly in the mid-20 th century? 11

12 WEEK 4 EARLY SOCIOLOGICAL POSITIVISM: THE CHICAGO SCHOOL, ANOMIE AND STRAIN Seminar Description This week s topic looks at the development of sociological theories of crime. Influencing the sociological study of deviance since the early 1920s, The Chicago School looked at the nexus between environment and offending, particularly in the US region of Chicago. Chicago School scholars argued that individualistic explanations of offending could not adequately explain crime, and thus crime could only be understood when examined in its social context. In this way, they saw crime as a social problem, with criminals driven to deviancy by their social environment. Next we examine the work of Emile Durkheim and Robert Merton. One of the key propositions forwarded by Durkheim was that crime was a normal, functional aspect of society as it acted to strengthen community cohesion. Merton developed upon Durkheim s work, exploring the ways in which anomie, or states of normlessness, had impacted upon social cohesion and were conducive to criminality. We will explore how strain theory explains why people commit crime and the emphasis of strain theorists on the disjuncture between goals and means. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 6 Chapter 7 Chapter 8 Recommended Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 5 Chapter 6 Chapter 7 Chapter 9 Seminar Questions 1. Explain what Durkheim means by saying that crime is normal. How does he see crime as a potentially positive feature of society? In what ways might a society be considered criminogenic? 2. How did Durkheim and Merton use anomie in their theories? Were their definitions and understandings of anomie the same, or were there differences? If so, how? 3. In what ways is Merton s argument structural and in what ways is it cultural? 4. Does strain theory over-predict the deviance of certain groups in society? 5. Can you think of any recent or current examples of anomic situations? 12

13 WEEK 5 SOCIAL LEARNING, SOCIAL CONTROL, AND LABELLING Seminar Description This week we explore the differences between social learning and social control theories, and labelling theories. There are two questions central to differentiating these perspectives. The first is: why do some people commit crime? E.g., do they learn to be criminal? In contrast, the alternative question is: why don t most people commit crime? The answers to these questions provide us with very different views about explaining crime. In addition, labelling perspectives emerged during the 1960s, when some sections of the community began to challenge dominant values and norms within society. Theorists at this time too began to focus on the role of social reaction and interaction on deviance. In these perspectives, theorists such as Cohen, Matza, Becker and Lemert demonstrated how social control can actually play a part in producing deviance, contributing to its escalation and subsequent regulation. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 9 Chapter 10 Chapter 11 Recommended Reading Chapter 20 Chapter 21 Seminar Questions 1. Some have argued that labelling theory is not a real theory. Explain? 2. Could the process of stigmatisation actually have any positive consequences for the prevention of crime? Do they outweigh the negative? 3. What criminal justice policies are theoretically based on labeling? 4. Identify Hirschi s four elements of social bonding. How does his social bonding theory differ from his self-control theory? 5. Does an individual s self-control remain stable, or does it change over time? How does the answer to this question affect the theory itself, as well as any policy implications? 13

14 WEEK 7 MARXISM AND POSTMODERN CRIMINOLOGY; CRITICAL CRIMINOLOGY TO LEFT-REALISM Seminar Description The 1970s saw further challenges to society, namely the capital state itself. For the first time, the project of capitalist society itself was being identified as the major cause of crime in society. This form of criminology, known as Marxist criminology, focused on the role that wealth and economic power played in producing crime in capitalist societies. We will explore what are the key arguments that characterise Marxist criminology, as well as how it changed the focus of theorising so as to explain the crimes of the powerful. Critical and postmodern criminology encompasses a range of perspectives, some of which we have previously discussed (Marxism, feminism). What characterised critical criminology is the way in which it opposes much of the work of conventional criminology. Left Realism emerged in the 1980s as a response to criminological perspectives based on early biological, sociological, and psychological perspectives of crime, and even critical criminology. It can be seen as a leftwing response to law and order politics. The main advocate of this approach, Jock Young, developed the concept as a way of putting the focus back on the realities of crime, which were much more widespread than Marxists accounted for. As such, left realists proposed that victims of crime should be focused upon just as much as the offenders. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 12 Chapter 13 Chapter 14 Chapter 28 Chapter 27 Chapter 35 Recommended Reading Chapter 15 Chapter 22 Chapter 40 Seminar Questions 1. State two crimes that you think support the notion of consensus theory. For example, name two laws that you think most people in society support. 2. State two crimes that you think support the notion of conflict theory. For example, name two laws that you think keep the rich and powerful in control of society. 3. If capitalism is the cause of crime, how do you explain crime in a socialist society? 14

15 4. What does the empirical evidence say with regard to the way that the criminal justice system operates? Does the evidence support the perspective that racism and sexism blatantly infest the criminal justice system? 5. Assuming conflict theory is true, what kind of policy changes could be implemented to reduce class inequality? 6. Will it ever be possible to achieve a true consensus in a country as large and diverse as Australia? 7. How does left realism differ from critical criminology and other perspectives in criminology discussed in the class? 8. What are some of the shortfalls identified by left realism in other criminological perspectives? 9. What are some alternatives provided by left realism to these shortfalls? 10. What are some of the policy suggestions that left realists advocate? Are there examples in practice where such policies have been implemented? 15

16 WEEK 8 FEMINIST CRIMINOLOGY AND VICTIMOLOGY Seminar Description This week we look at the development of feminist criminology, which was concerned with the masculinity of both crime and the discipline of criminology itself for ignoring or misrepresenting the place of women. Feminist criminologists were also worried about the lack of concern for women as victims of crime. In the seminar we discuss the evolution of feminist criminology. Related to this, we examine the emergence of victimology and situate in the context criminological theory in the 20 th century. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 14 Chapter 19 Seminar Questions 1. Why are crimes such as sexual assault and domestic violence under-reported? 2. If feminism began as a reaction to silence about and by women, can we say that it is more than that now? 3. In what ways have feminist theories challenged not only understandings of crime, but criminology as a discipline? How has feminism contributed to criminology? 4. Which do you think has a greater effect on crime, patriarchy or capitalism? 5. What policy implications are implied by feminist theories, and what societal changes would be necessary for them to occur? 16

17 WEEK 9 RATIONAL CHOICE, ROUTINE ACTIVITIES, AND ENVIRONMENTAL CRIMINOLOGY Seminar Description The 1970s and 1980 saw the re-emergence of classical school notions of free will, rational choice and accountability in the face of rising incarceration and crime rates based on rehabilitation models of criminal justice. Referred to as the New Right, these approaches became popular amongst politicians who want to be seen as doing something about crime and getting tough on crime. The underlying basis of these theories is that of control; the premise here being that individuals will commit crime unless social institutions discipline them to do otherwise. Required Reading Chapter 16 Chapter 18 Chapter 33 Recommended Reading Chapter 38 Seminar Questions 1. Do you think the deterrence model should have been reborn, or do you think it should have just been abandoned? Explain. 2. As a teenager, did you or family or friends get a rush out of doing things that were deviant or wrong? If so, did that feeling seem to outweigh any legal or informal consequences that may have deterred you or people you know? 3. Regarding routine activities theory, which places, residences, or areas of your hometown do you feel fit this idea that certain places have more crime than others (i.e., hot spots)? Explain how you, friends, or others (including police) in your community deal with such areas. Does it work? 4. What type of lifestyle characteristics lead to the highest criminal or victimizing rates? List at least five factors that lead to such propensities. 5. What types of policy strategies derived from rational choice and routine activities theories do you think would be most effective? Least effective? 17

18 WEEK 10 CRIMINAL CAREERS AND CAREER CRIMINALS: DEVELOPMENTAL AND LIFE- COURSE CRIMINOLOGY Seminar Description In the late 1980s, research with offenders identified heterogeneity in the longitudinal offending patterns of serious criminals over their life-course. Emerging from this research is the now wellknown fact in criminology that a minority of criminals commit a majority of known crimes. In the 1980s this had serious policy implications; some sought to identify and incapacitate the serious and violent few. However, the advent of developmental and life-course criminology researchers sought to identify correlates of serious and violent offending patterns with the aim of intervening early by enhancing the well-being of individuals and society. Nonetheless these perspectives in criminology remain controversial, and have been criticised as not recognising the dynamic complexities of human life. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 15 Chapter 17 Recommended Reading Chapter 43 Seminar Questions 1. What is aging out of crime, and what explains it? 2. What factors explain stability between delinquency and adult crime? 3. How would developmental criminology account for white-collar crime? 18

19 WEEK 11 INTEGRATED THEORY IN CRIMINOLOGY Seminar Description This seminar examines the notion of conceptual absorption and conceptual integration in criminological theory. We reflect back on the theories discussed in the seminar, and others that were not, and discuss the extent to which concepts from certain theories are subsumed or overlap with concepts from other theories. We discuss examples of integrated theory, such as Interactional theory and life-course theory. Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 16 Chapter 36 Seminar Questions 1. What are three principal ways by which theories can be evaluated and developed? 2. Why is theoretical integration controversial? 3. What concepts and propositions are relied on heavily by life-course criminologists? 4. Describe the work of Sampson and Laub. What policy implications may stem from this work? 5. Many disciplines factor into criminological theories, such as psychology, sociology, biology, political science, and criminal justice. Do you feel that the integration of all of these disciplines holds the best chance for explaining the most crime, or should the disciplines remain pure? 19

20 WEEK 12 THE PROMISES AND PERILS OF BIOSOCIAL CRIMINOLOGY Seminar Description This seminar discusses the (re)emergence of biosocial criminology. Much research into the individual level causes of crime has been conducted since Lombroso over 100 years ago. With advancements in fields such as neuropsychology and neurobiology, criminologists have now begun to apply these developments to elaborating on our understanding of criminal behaviour. These developments are discussed in terms of their implications for criminological theory, and importantly, crime policy. Required Reading Chapter 11 Beaver, K.M. & Wals, A. Biosocial criminology. In A. Walsh & K.M. Beaver Handbook on crime and deviance, (pp ). New York: Springer. Seminar Questions 1. Things like eye color, hair color, facial features, and personality are passed down from generation to generation. If this is true, why would we not expect things like criminal behavior to be passed down as well? 2. It is well established that inmates as a population have a lower IQ than people in the rest of society. Does this fact prove a genetic or biological link in understanding crime? 3. Should scientists continue looking for biological causes of criminality? Could such research be attacked on grounds that it promotes racist, sexist, or class-based stereotypes? 4. How should history judge the work of Lombroso? Is it fair to use standards from 2012 to judge the work he did in 1876? 5. Compare and contrast the views of the traditional biological theories to the modern biosocial theories. 20

21 WEEK 13 ASSESSING CRIMINOLOGICAL THEORY Seminar Description In this seminar, we reflect on the theories discussed throughout the course, and discuss how future research will contribute to the continuing evolution of criminological theory. What will be the dominant perspective on what causes crime in the 21 century? What will the related policy implications be? Required Reading Bernard, T., Snipes, J. and Gerould, A. (2010). Vold's Theoretical Criminology (6 th ed.). Oxford: Oxford University Press. Chapter 17 Chapter 13 Chapter 28 Recommended Reading Part six Seminar Questions 1. Given the wide breadth of criminological theories discussed in the class, which do you think carry the most stock moving forward in the 21 st century? 2. Based on your understanding of criminological theory, what course should criminal justice policy take in the future? 3. Which criminological theories discussed in the class do you think do the best job of explaining crime and criminality? 21

22 ASSESSMENT TASK LENGTH WEIGHT DUE DATE Workbook 3 x 300 words (900 words total) 15% a. Thinking about crime workbook due 11:55pm 20 th March 2015 b. Thinking about criminal justice workbook due 11:55pm 27 th March 2015 c. The classical and positivist schools workbook due 11:55pm 3 rd April 2015 Case Study 2200 words 40% 11:55pm Wednesday 8 th May 2015 Policy Paper 2800 words 45% 11:55pm Friday 5 th June 2015 Details of assessment tasks Assessment 1: Workbook Due Date: Weeks 3, 4 and 5 (see details below) Weight: 15% Length: 3 x 300 words (900 words total) Part 1 (Due: 19 th March 2015/WEEK 3) Thinking about CRIME: The ''thinking about crime" paper will be a brief (250-word) essay where you will discuss your own views on crime causation. In particular, you will be asked to describe (1) your general thoughts on why people break the law, and (2) the events and processes in your life that have shaped these views. In other words, I want you to provide an explanation as to why your thoughts on crime causation are the way they are (i.e., why do you feel the way you do about the cause(s) of crime?). Part 2 (Due: 26 th March 2015 /WEEK 4) Thinking about CRIMINAL JUSTICE: The ''thinking about criminal justice" paper will be a brief (250-word) essay where you will discuss your own views on what you think the most effective ways of dealing with crime are. In particular, you will be asked to describe (1) your general thoughts on how people who break the law should be dealt with, and (2) the events and processes in your life that have shaped these views. In other words, I want you to provide an explanation as to why your thoughts on how people who break the law should be dealt with are the way they are (i.e., why do you feel the way you do about how to deal with crime?). Part 3: (Due: 2 nd April 2015 /WEEK 5) The classical and positivist schools: Locate a newspaper article on a criminal event from an Australian media source (e.g., The Sydney Morning Herald, the ABC, etc.). Make certain the article is about a criminal event and not a summary of previous criminal event. You may use the web sites of the aforementioned sources or hard copy but you must attach (i.e., paste or scan) the article to your assignment. Write a short 400 word essay explaining the crime from the classical school and the positivist school perspectives (aim for 200 words each, 400 words in total). Be sure to include the principle tenets of each school of thought as they relate to the criminal event. The news articles you use must be current (i.e. 2014) and should give sufficient detail about an offence/crime issue to assist you in effectively completing the task. Again, a copy of the article, its date and source must accompany your submissions (you can copy and paste into Word documents, but be sure to reference the article appropriately by listing the name and 22

23 date of the source). You will receive qualitative feedback on your work after each submission (prior to the next class). Your final mark will be the aggregate of 3 workbook submissions (from weeks 3, 4 and 5). The usual standards of academic referencing apply to this assessment task. Assessment Criteria: 1. (PART A&B) Identifies clear ideas and how these ideas were arrived at, through use of examples, argument, and or logic. 2. (PART A&B) Clearly articulates the basis for these views. 3. (PART C) Identifies the crime as detailed in the news article; 4. (PART C) Correctly applies the nominated perspectives to explain why the crime occurred (its causes); 5. (PART C) Correctly applies the nominated perspectives to explain how the crime should be dealt with by the criminal justice system; 6. (PART C) Demonstration of academic writing skills, logical coherent argument, clarity of written expression including overall presentation (grammar, spelling, written expression, etc.); 7. (PART C) Appropriate and consistent referencing if and when appropriate. Your workbook submissions must be uploaded to Turnitin on Moodle by 4pm of the due date. There is no requirement to submit a hard copy to the assignment box. Assessment 2: Case Study Due Date: 11:55pm Friday 8 th May 2014 Weight: 40% Length: 2200 words Read the case study below. The case study describes the socio-demographic profile of two suburbs within a major metropolitan area. You will be required to write a paper based on the case study. Your paper should cover the following points: 1. Outline the main patterns of crime within each suburb, 2. Using any two theories of crime (from weeks 2 to 13), discuss how you account for the similarities and differences in patterns of crime between the two suburbs, 3. Discuss the relative utility of the two theories you select in accounting for the crime patterns within and across the two suburbs The two suburbs CASE STUDY: A TALE OF TWO SUBURBS Smithtown and Jonesville are suburbs within a large metropolitan city. The suburbs are spread over a large area with major roads and a railway creating physical boundaries between them. The housing stock of both suburbs is increasingly mixed and includes Department of Housing, low-cost housing and recently built owner-occupier developments. There is a major commercial development on the boundary between the two suburbs, including industrial estates, retail outlets and cinema complex. The development also contains a library, job centre, and Department of Housing office. Each suburb has its own shopping complex with retail and food outlets. 23

24 There is a high turnover of population in both suburbs, although there are many long-term residents. Table 1 summarises the basic statistical information about the two neighbourhoods. Table 1: Basic information about the two case study neighbourhoods Smithtown Jonesville Population Index of deprivation Rank of the index of deprivation (of neighbourhoods) Police-recorded crime in 2005 per inhabitants Total crime Vandalism Housebreaking Shop theft Drugs Sexual offences Theft other than shops Crimes against minors Violence Car crime Offences against courts or the police Deception The spatial pattern of youth disturbances Both suburbs have regularly been troubled by the incidence of youth disorder. The extent and location of this youth disorder has varied and appears to occur in cycles. At present, youth disturbances are located primarily in Smithtown. Groups of between young people are reported to hang about together. These are not clearly defined gangs but clusters of young people in loose groupings, which grow and contract in numbers depending on what is going on. The loose group can expand at certain times and has become involved in various incidents of disorder. Youth disturbance occurs primarily at two locations in Smithtown. Until recently the disturbances occurred mainly at the local shopping complex. This provides a focal point for young people, as does the service station across the road. Up to fifty young people would congregate near the shopping complex and have been involved in incidents of vandalism, disturbance to local people and some acts of violence, including throwing stones at buses to the extent that the bus company threatened to withdraw bus services from the area. 24

25 The shopping complex, which is privately owned and patrolled by security guards, has introduced a policy of barring certain individuals, or restricting their access. Young people must now be accompanied and supervised by adults. CCTV has also been introduced. These measures have dramatically reduced the number of disturbances in the shopping complex, but have displaced them to the Green Park area within Smithtown. Large numbers of young people congregate about the shop there, which remains open later than any other retail outlet in the area. The young people now congregating at Green Park come from all over the area including from Smithtown and Jonesville. Green Park has gained a reputation as the place to hang around, and this draws new young people towards it. Most of the young people hanging about are not engaging in any criminal activity, but according to police a few of them commit large numbers of offences. Housing tenure, design, and physical condition of housing There has been more housing demolition, new build, and rehabilitation in Jonesville than in Smithtown. There have been developments of low-cost owner-occupied units in Jonesville, as well as new Department of Housing complexes. In Smithtown, there has been one major Department of Housing new-build development, and a small amount of new-build for low-cost owner occupation. In general, properties are in a better state of repair in Jonesville than in Smithtown, and the environment contains fewer examples of incivilities such as graffiti, filthy stairs, and litter. Within Jonesville, there are two adjacent sets of apartment buildings: one is privately owned, the other is owned by the Department of Housing. The difference in appearance between them is striking. In contrast to the Department of Housing property, the privately owned property is well-maintained and clear of graffiti, with clean stairs and pleasant external spaces. Quick repairs and removal of graffiti means that a cycle of decline does not develop. Families who have purchased their properties and are finding mortgage repayment difficult are concentrated in Smithtown rather than Jonesville. Many of these householders cannot afford to pay large repair bills, and have given up hope of maintaining, still less improving, their properties. This of course has an impact on the social as well as the physical environment. Further, many Department of Housing tenants in Smithtown have applied to be transferred to another area, which leads them to withdraw from community activity, and to make little effort to maintain the physical and social environment. There are areas within both Smithtown and Jonesville where new properties have been built, or older ones upgraded, with designing out crime as one of the priorities. Walkways and rat runs have increasingly been removed, enclosed rather than open back green spaces have created defensible spaces within developments, strong fencing has prevented gaps appearing in boundaries, bushes and trees have been planted to improve the environment, new doors have been designed to reduce graffiti, clearly defined boundaries have been created between public and private space, and soft landscaping has been used to created pleasant public spaces. There do not appear to have been more improvements of this kind in Jonesville than in Smithtown. However, the one area that has seen the most radical and comprehensive investment in new housing stock with progressive design features lies in Smithtown, and yet is reported to be the area with the biggest problem of youth disturbances in either neighbourhood. 25

26 Social cohesion There appears to be a greater degree of social cohesion in large parts of Jonesville (but not all of it). Social fragmentation and tensions within Smithtown appear to be in part due to a demographic profile with high proportions of both young and old people. The two groups have different sets of expectations and values. The older people have typically lived in the neighbourhood for many years, whereas the young people (particularly young adult tenants) were transient. The age profile is more polarised in Smithtown than in Jonesville. Jonesville has smaller and more friendly squares where neighbours can interact, and parents can check on their children s behaviour. In contrast, in Smithtown, there are larger, more anonymous squares with a lack of utilised communal space, and less supervision of children. It appears that allocation policies within the Department of Housing have led to an increasing concentration of vulnerable people in Smithtown, to an increasing concentration of young people, and to an increasing polarisation in the local population between young and old. As the area became regarded as undesirable, only those in the weakest position as applicants for housing would agree to go there: they would largely be vulnerable or problem families, and young adults. Families in the prime of life would then move out, whereas older people would tend to stay, because they had a longer history of living in the area, and were less equipped to deal with the upheaval of moving to a different home in another area. Attempts to avoid this cycle had always failed, at least in Smithtown. Problems had most obviously been caused by housing allocation policies in the Green Park area. This substantial new-build development was used to house a large number of people re-housed at the same time. The first set of tenants included a large proportion of problem families and vulnerable young people, and social networks never began to develop. A great deal of thought had been given to the physical design of the development, but neglect and disrepair quickly became a problem. The village lacked a focal point, except for a single shop. Community organisations There are many voluntary groups operating in both neighbourhoods, and the number and strength of these organisations seems to be similar in both. Informal social control There appears to be a greater concentration of vulnerable people in Smithtown than in Jonesville, and this has created a culture in which unwanted behaviour is not being stopped. The utilisation of official public agencies is especially pronounced in Smithtown, because so many people are dependent on the state, and this seems to weaken people s capacity to deal with problems themselves. When an incident flares up, residents tend to immediately involve the Department of Housing, the local council, or the police, rather than first try to resolve them themselves. Low aspirations quickly result in defeatism and demoralisation. Apathy is widespread amongst the wider community. Through both suburbs, the adult population keep themselves to themselves. Young people seem to believe that they have ownership of 26

27 the areas where they congregate. Many residents are said to be scared to tackle or challenge them. Some residents see adult intervention as an unattainable ideal because adults do not feel empowered to intervene. One or two individuals do attempt to exert some community control over young people but are regularly met with abuse and intimidation. There are examples of this resulting in vandalism to these people s property. It is difficult for people to approach children s parents because of likely defensive reaction and getting a mouthful of abuse. The people who tell children off may become the enemy; parents naturally tend to defend their children. It is thought to be dangerous or impossible to approach certain families about their children s behaviour. People therefore approach agencies, and often they see a change of house as the solution. Similarly, Neighbourhood Watch schemes have not been effective due to the difficulty of getting witnesses because of intimidation and the fears of reprisal. Formal control through the police Given the impediments to informal social control that exist in these suburbs, the interface between informal control processes and formal social control agencies is crucial to tackling youth disturbances. For example, in Smithtown troublesome neighbours receive warning letters and this has led to an improvement. Also meetings set up through tenancy violation mechanisms have taken place between Housing, Police and parents of young people involved in disorder, and this resolved some issues. However, across both suburbs, there is still widespread mistrust of agencies and in particular a lack of trust in the Police. Part of this mistrust is simply the belief that the Police cannot adequately protect people. The common perception of police powers may over estimate them, and this can lead to frustration in those who do report things that nothing gets done. People wish to remain anonymous, which allows limited scope for police intervention, thereby causing a cycle whereby people are disillusioned with the lack of action and do not call again. There is thought to be a feeling of invincibility amongst persistent young offenders, a knowledge that nothing can be done. Local people also don't want things coming back to my door. People will not contact agencies because they are concerned that by reporting crime they will become the victims of crime. Similarly, there is little challenging of antisocial neighbours. The culture of not dobbing exists from a very early age. Where people are alleged to have informed the police, their name has appeared in graffiti labelling them a dog across the whole estate. There is mistrust between neighbours and fear of intimidation and victimisation, even though actual physical intimidation or retaliation is very rare. (Modified from: Assessment Criteria: 1. Demonstration of in-depth understanding of chosen theoretical concepts and tools of analysis; 2. Ability to apply theoretical concepts to case study to the characteristics of the suburbs and patterns of crime in and across suburbs; 3. Ability to engage in critical discussion; 4. Ability to summarise and evaluate qualities of theories chosen for analysis; 27

28 5. Ability to compare and contrast the strengths and weaknesses of the two chosen theories of crime 6. Demonstration of information literacy skills i.e., ability to appropriately locate, evaluate and use relevant academic research and literature; 7. Demonstration of academic writing skills, logical coherent argument, clarity of written expression including overall presentation (grammar, spelling, written expression, etc); 8. Appropriate and consistent referencing. Your Case Study paper must be uploaded to Turnitin on Moodle. There is no requirement to submit a hard copy to the assignment box, as long as you have provided a hardcopy submission to your Course Coordinator at the commencement of that week s seminar. Assessment 3: Policy paper Due Date: 4pm Friday 5 th June 2015 Weight: 45% Length: 2800 words Crime prevention, control, and reduction are key areas of key concern to all levels of Australian government and a key responsibility of state and local governments. In this assessment you will identify a priority crime concern of either the NSW State Government or a local council, to be found using information gained from the Local Council or State Government. This could, for instance, be a particular crime, such as motor vehicle theft, a particular class of crime such as juvenile offending or an area of concern such as domestic violence. The scope of the problem may vary but it must be something that your government body has identified as a priority and is taking measures to address. Your chosen topic must be ed to the course coordinator for approval no later than May 14. For your chosen topic you will then prepare a policy review and briefing paper, which will outline the key problems, current measures being enacted and provide recommendations for policy review and development. In preparing this policy briefing paper, you should address the following: 1. Outline the key problems identified and the current measures being taken. 2. Using your knowledge gained through the course, assess what theories of crime causation and prevention are currently guiding responses in this area? 3. What alternative or additional policy interventions would you recommend for consideration? Support your recommendations by making reference to theories of crime and through reference to published research. Assessment Criteria: 1. Demonstration of in-depth understanding of chosen theoretical concepts and tools of analysis; 2. Ability to apply theoretical concepts to case study through in-depth discussion of the causes of crime; 3. Ability to engage in critical discussion; 28