被定罪、受害还是另类?利用关系教学法反思同性恋犯罪学

Liam Wrigley, Evangelia Koumentaki
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引用次数: 0

摘要

同性恋犯罪学是犯罪学学科中的一个新发现的探索领域,它在处理与 LGBTQIA+ 群体和性别多元化/弱势化群体有关的犯罪和受害问题方面具有独特的优势。同性恋犯罪学 "领域已变得广阔且不断扩展,探讨了与该群体及其他群体有关的人际、结构和系统性不平等问题。为此,受害、创伤和不公正的叙事一直主导着(并限制着)对同性恋犯罪学的理解。此外,"教学学术"(SOTL)中的有限思维也被归因于此,该学术旨在理解 LGBTQIA+ 个人和群体,而非受害者或罪犯的二元化思维。在这篇文章中,我们从两位高等教育专业人士的角度出发,介绍了在 "翻转 "课堂环境中教授同性恋犯罪学的情况,"翻转 "课堂将学习者定位为学科专家,并利用关系教学法的视角来实现这一目标。我们讨论了作为女权主义非殖民化和同性恋犯罪学专家的反思性实践的应用。文章谈到了以创伤为基础的同性恋犯罪学教学方法。我们提出了建立学习联盟的几个步骤,这些步骤可以揭示同性恋犯罪学教学在政策、理论和实践方面可能存在的紧张关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Criminalised, victimised or other? A reflexive engagement with Queer Criminology utilising a relational pedagogical approach
Queer Criminology is a newfound area of exploration within the discipline of Criminology, which is uniquely positioned to deal with issues regarding crime and victimisation concerning those from the LGBTQIA+ community and gender diverse/minoritized groups. The field of “Queer Criminology” has become vast and expanding, having explored issues of interpersonal, structural and systematic inequality concerning those from the community and beyond. To this end, narratives of victimisation, trauma and injustice have dominated (and limited) understandings of Queer Criminology. Moreover, limited thinking has been attributed within the Scholarship of Teaching and Learning (SOTL), which seeks to understand LGBTQIA+ individuals and groups—beyond binarized thinking of victimhood or criminalised. In this article, we offer the perspectives of two higher education professionals teaching Queer Criminology in a “flipped” classroom environment, which positions the learner as expert within the subject matter and utilises a relational pedagogy lens to do so. We discuss the use of our reflexive practice, as both Feminist Decolonial and Queer Criminologists. The article touches upon trauma informed approaches to teaching Queer Criminology. We offer several steps in building a coalition of learning, which can unpick the potential policy, theory, and practical tensions of teaching Queer Criminological Scholarship.
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