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Abstract

Fostering critical thinking abilities amongst students is onecomponent of preparing them to navigate uncertain and complexsocial lives and employment circumstances. One conceptualisationof critical thinking, valuable in higher education, draws fromcritical theory to promote social justice and redress powerinequities. This study explored how students’ critical thinkingdeveloped in a discrete core unit of criminology. Second and thirdyear students were invited to participate in the research.Participants wrote critical reflections on how their thinking aboutcrime and criminal justice had developed throughout the unit.Analysis of responses indicated that certain topics were salient tostudents, offering a way to engage them in deeper thinking.Students’ critical reflections showed evidence of personallyrelevant meaning-making, including the development of morenuanced thinking about crime and justice, and morecompassionate rationales for aspiring to careers within the field.Implications for learning and teaching critical thinking incriminology are discussed.

Item Type:	Article
Authors/Creators:	Howes, LM
Keywords:	criminology, critical theory, critical thinking, critical reflection, social justice
Journal or Publication Title:	Teaching in Higher Education
Publisher:	Routledge
ISSN:	1356-2517
DOI / ID Number:	https://doi.org/10.1080/13562517.2017.1319810
Copyright Information:	Copyright 2017 Informa UK Limited, trading as Taylor & Francis Group
Related URLs:	Google Scholar: Howes, LM UTAS Profile: Howes, LM
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