Abstract Desistance is the study of pathways out of offending and desistance narratives are expressions of ‘going straight’. This paper explores the impact of using desistance narratives in criminology teaching. A lecture around desistance was delivered and students at an English University completed a questionnaire (n = 82) to establish perceptions of offenders, the UK criminal justice system and the relationship between desistance and peer work, which is one possible “hook for change.” Data was also collected around students’ future employability aspirations in the criminal justice system. Key findings suggest that real-life desistance narratives challenged expectations of the criminology syllabus, humanized offenders and proved effective when delivered by an ex-criminal justice practitioner. The session allowed some students to envisage a future self in the criminal justice system. As future practitioners, criminology graduates need to understand desistance theory and application. Desistance is absent from the Quality Assurance benchmark for criminology in the UK

中文翻译：

---

更正：在犯罪学教学中使用停止叙事作为教学资源

摘要 Desistance 是对摆脱冒犯的途径的研究，并且desistance 叙事是“直行”的表达。本文探讨了在犯罪学教学中使用停止叙事的影响。举办了一场关于停止的讲座，英国大学的学生完成了一份问卷 (n = 82)，以建立对罪犯的看法、英国刑事司法系统以及停止与同伴工作之间的关系，这是一个可能的“改变的钩子”。还收集了有关学生未来在刑事司法系统中的就业愿望的数据。主要发现表明，现实生活中的停止叙事挑战了对犯罪学教学大纲、人性化罪犯的期望，并在由前刑事司法从业人员提供时证明是有效的。该课程让一些学生设想了刑事司法系统中的未来自我。作为未来的从业者，犯罪学毕业生需要了解停止理论和应用。英国犯罪学的质量保证基准中没有 Desistance