Abstract

Post-secondary institutions have been increasingly called upon to decolonize pedagogy and syllabi. Minimal research has examined decolonization efforts within criminology curricula despite such classes often exploring structural racism in discussions of the overrepresentation of Indigenous, Black, and other racialized persons in the criminal justice system. Through a content analysis of multiple written assignments – written by 25 undergraduate students enrolled in a decision-making in criminal justice class offered at a university in western Canada – this study explores how an instructor decolonized their course through the strategic use of Indigenous literature and scholarship. The results indicate a single course does not provide enough time to unravel the complex connections between colonialism and Indigenous peoples’ involvement in the justice system. Further, students have a desire to engage in difficult conversations about racism and colonialism. Take-aways for consideration by instructors and administrators working towards decolonizing curricula are discussed.

摘要

越来越多的高等教育机构被要求对教学法和教学大纲进行非殖民化。尽管此类课程经常在讨论刑事司法系统中土著、黑人和其他种族化人员的过度代表时探讨结构性种族主义，但很少有研究检查了犯罪学课程中的非殖民化努力。通过对多个书面作业的内容分析——由 25 名本科生在加拿大西部一所大学开设的刑事司法决策课程中完成——本研究探讨了一名教师如何通过战略性地使用土著文学和奖学金来非殖民化他们的课程. 结果表明，单一课程无法提供足够的时间来解开殖民主义与土著人民参与司法系统之间的复杂联系。此外，学生希望参与有关种族主义和殖民主义的艰难对话。讨论了旨在非殖民化课程的教师和管理人员考虑的要点。