RT Article
T1 Designing engagement: a student-based perspective of the economics of crime
JF Contemporary justice review
VO 25
IS 3/4
SP 313
OP 336
A1 Venkatesan, Madhavi
A2 Alper, Noah
A2 Baker, Alexis
A2 Bernard, Stephen
A2 Lichtenthal, Paolo
A2 Murphy, Katherine
A2 Peterson, Jacklyn
A2 Radueva, Rayana
A2 Simon, Anthea
LA English
YR 2022
UL https://krimdok.uni-tuebingen.de/Record/184395852X
AB This paper, developed by participants in an Economics of Crime course at Northeastern University in conjunction with their professor, highlights student perspectives of the relationship between the economic system, its operations and institutions, and the marginalization and victimization of Black people. The paper addresses specific attributes of the course curriculum that facilitated student understanding of these topics, and in doing so suggests an alternative pedagogy for discussing crime from an economics disciplinary perspective. The inclusion of historical context in the criminalization of race and poverty aligns to bell hooks’ Teaching to Transgress, as course engagement centers on social context and responsibility while also critically assessing economic models of crime that have arguably obscured the relationship between racial discrimination, economic opportunity, legitimized slavery, and monetization of human life, and instead have provided credibility to economic incentives for crime by assuming rational behavior and free will. Additionally, inclusion of the causes and criminalization of groups and resulting student outcomes from the course provide an example of bell hooks’ learning community and reflects the engagement between students and their professor.
K1 classroom collaboration
K1 learning environment
K1 student engagement
K1 Race
K1 Economics of Crime
DO 10.1080/10282580.2023.2181289