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Teaching Criminology
and Criminal Justice
Challenges for Higher Education
Edited by
Suzanne Young · Katie Strudwick
Teaching Criminology and Criminal Justice
“This ground-breaking text is a long overdue and invaluable resource in the

vibrant HE field of Criminology and Criminal Justice. It is essential that
effective learning and teaching is diverse, inclusive, authentic and transfor-
mative—the very foundations of this exciting book. Populated by leading
experts and cutting-edge evidence, Suzanne Young and Kate Strudwick’s text
is essential reading in the pursuit of a critical, reflective and engaging learning
and teaching experience for both students and lecturers.”
—Stephen Case, Professor of Youth Justice, Loughborough University, UK
“This book is a long-awaited and a very welcome contribution to the field.

Fabulous and contemporary collection of experiences, practices in teaching
Criminology and Criminal Justice, relevant in any international context. It
is an essential reading for criminologists who are interested in transformative
learning and innovative teaching the 21st Criminology curriculum.”
—Anna Matczak, Lecturer in Comparative Criminology, The Hague University
of Applied Sciences, The Netherlands
“Kate Strudwick and Suzanne Young’s keen editorial eye has brought together
into one collection a welcome slice of collective practical wisdom from
contemporary criminologists. What binds its author’s together is an admirable
concern for the quality of the student experience and with mentoring today’s
criminologists as they enter the classroom for the first time. This excellent
text will undoubtedly grace the bookshelves of many a criminology lecturer
for years to come.”
—Marty Chamberlain, Professor, Teesside University, UK
Suzanne Young · Katie Strudwick
Editors
Teaching
Criminology
and Criminal Justice
Challenges for Higher Education
Editors
Suzanne Young Katie Strudwick
School of Law College of Social Science
University of Leeds Lincoln University
Leeds, UK Lincoln, UK
ISBN 978-3-031-14898-9 ISBN 978-3-031-14899-6 (eBook)

https://doi.org/10.1007/978-3-031-14899-6
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature
Switzerland AG 2022
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher,
whether the whole or part of the material is concerned, specifically the rights of translation,
reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other
physical way, and transmission or information storage and retrieval, electronic adaptation, computer
software, or by similar or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this
publication does not imply, even in the absence of a specific statement, that such names are exempt
from the relevant protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in
this book are believed to be true and accurate at the date of publication. Neither the publisher
nor the authors or the editors give a warranty, expressed or implied, with respect to the material
contained herein or for any errors or omissions that may have been made. The publisher remains
neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Cover illustration: SEAN GLADWELL\Getty Images
This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland
AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Suzanne would like to dedicate this book to Sandy and Callie for their love
and encouragement.
Kate would like to dedicate this book to Andy, Emily, and Tom for their
continued support and patience!
Acknowledgements
As editors, we are exceptionally proud of the collection, which highlights

some of the tremendous work being undertaken in the scholarship of
teaching and learning criminology. This edited collection would not have
been possible without the amazing contributing authors. We acknowl-
edge their perseverance, resilience, and unwavering commitment to the
text, given the context within which the book was comprised.
We must also acknowledge Palgrave Macmillan for their support
in the production of this text. Many thanks to Josie Taylor, senior
commissioning editor, and Liam Inscoe—Jones and Sarah Hills, editorial
assistants, who saw the importance of the text, were understanding of the
constraints during the global pandemic, and supported the production
at every stage. We couldn’t have asked for more from our publishers.
We would also like to thank the anonymous reviewers for their helpful
feedback in the early stages of the book.
vii
Contents
1 Introduction 1
Katie Strudwick and Suzanne Young
Part I The Challenges of Diversity and Inclusion

2 Exploring the Criminology Curriculum—Reflections
on Developing and Embedding Critical Information
Literacy 13
Kelly J. Stockdale, Rowan Sweeney,
Clare McCluskey-Dean, Jodie Brown, and Ismail Azam
3 Teaching Criminal Justice as Feminist Praxis 35
Marian Duggan and Charlotte Bishop
4 Teaching ‘Race’ in the Criminology Classroom:
Towards an Anti-Racist Pedagogy 57
Lisa Long
ix
x Contents
5 Promoting Success for All in Criminology: Widening

Participation and Recognising Difference 81
Richard Peake
Part II The Challenges of Creating Authentic Learning

Environments
6 Putting the Cyber into Cybercrime Teaching 107
Ruth McAlister and Fabian Campbell-West
7 Visualising Injustice with Undergraduate
Smartphone Photography 133
Phil Johnson
8 Transforming Criminology: Strategies for Embedding
‘Employability’ Across the Criminology
Undergraduate Curricula 153
Deborah Jones
Part III The Challenges of Creating Transformative

Conversations
9 Balancing Sympathy and Empathy in an Emotive
Discipline 179
Helen Nichols and Victoria Humphrey
10 Reasonably Uncomfortable: Teaching Sensitive
Material Sensitively 199
Natacha Harding
11 Decolonising the Curriculum: Who is in the Room? 225
Howard Sercombe, Carly Stanley, Keenan Mundine,
and Helen Wolfenden
12 Conclusion: Pedagogical Principles for Criminology
and Criminal Justice 249
Suzanne Young and Katie Strudwick
Index 261
Notes on Contributors
Ismail Azam was a sociology student at Northumbria University from

2017 to 2020. He has since developed a website called ‘Conversation
Race’, where he writes and publishes race-related articles in a collo-
quial form for better comprehension of the subject. Ismail recently
completed his M.A. in Sociology and Social Research with his final
research dissertation exploring how Black Lives Matter (BLM) failed the
UK.
Dr. Charlotte Bishop is an Associate Professor in Criminal law at
University of Reading. Her recent research has been on how the harm of
domestic violence, including controlling and coercive behaviour, could
be more effectively evidenced in criminal court proceedings, and how
courtroom participation could be made safer and more effective for
witnesses who are also a victim of domestic violence. Charlotte’s research
takes a gendered approach to the issue of domestic violence and much
of her work is also based upon the insufficiently recognised link between
ongoing abuse and trauma.
xi
xii Notes on Contributors
Jodie Brown was a student in criminology at Northumbria University

from September 2017–2020. As part of her final year dissertation place-
ment, Jodie worked on this project as a research assistant collecting and
analysing data in relation to criminology reading lists. Since finishing
university Jodie has worked as a support worker and is currently working
setting up a project to enable a positive move on from crisis accommo-
dation for rough sleepers in Newcastle.
Fabian Campbell-West is a computer scientist working in applied data
science for start-up companies. He specialises in data analytics for cyber
security and computer vision applications. He has worked on diverse
interdisciplinary criminology projects from monitoring websites for
evidence of human trafficking; reviewing cybercrime forums performing
automated analysis; and tracking pedestrian movements to help suicide
prevention. As co-founder of Digitect he provides consultancy in soft-
ware and data for open-source intelligence and cyber security. He is also
co-founder and Chief Technology Officer at Liopa, a venture capital-
backed start-up that uses artificial intelligence to provided automated
lip reading as a service. Fabian holds a B.Sc. Hons. in Computer
Science with Mathematics from the University of Bristol and a Ph.D.
in Computer Science from Queen’s University Belfast.
Dr. Marian Duggan is a Senior Lecturer in criminology at the Univer-
sity of Kent. Her research focuses on recognising, responding to,
and reducing sexual, domestic, and hate crime victimisation. Marian’s
ongoing work on Clare’s Law (the Domestic Violence Disclosure
Scheme) and sexual violence in higher education focuses on the effi-
cacy of prevention policies and community-based violence reduction
initiatives.
Natacha Harding is a Senior Lecturer in Criminology at the Univer-
sity of Winchester. Her teaching focuses on victimology, media, and
fictional representations of offending and victimisation; and miscarriages
of justice. Her research focuses on political narratives concerning victim
of crime, experience of the criminal justice, and political reform.
Notes on Contributors xiii
Victoria Humphrey graduates from the University of Lincoln in 2021

with a 1st class honours degree in Criminology. Victoria is under-
taking a Master’s in Criminology and Criminal Justice. She is interested
in researching the prison experience, specifically surrounding substance
misuse and mental health.
Dr. Phil Johnson is a Lecturer in criminal justice, who gained his Ph.D.
in Applied Social Science (Lancaster) in 2009. He researches various
aspects of community sentencing policy and practice. He was appointed
a Senior Fellow of the Higher Education Academy in 2014 and is a
co-author of the Oxford Textbook on Criminology (2021).
Professor Deborah Jones is a former Metropolitan police officer and
currently an Associate Professor of Criminology. She is also the Educa-
tion Lead for the School of Social Science, Swansea University and a
Senior Fellow of the HEA and a UKAT Recognised Senior Advisor. Her
research focuses on the regulation of the sex industry and the role of
Higher Education in bringing about desistance from offending.
Dr. Lisa Long is a Senior Lecturer in Criminology at Leeds Trinity
University. Her monograph Perpetual Suspects: A Critical Race Theory
of Black and Mixed-Race Experiences of Policing, was published in
2018. Lisa’s research interests include ‘race’ and racism(s) in Crim-
inal (in)Justice, Critical Race Theory in Criminology, and anti-racist
pedagogies.
Dr. Ruth McAlister is Head of Research and Intelligence at Harod
Associates and an Associate Lecturer in digital criminology at Ulster
University. She specialises in cybercrime offending, victimisation, and
the policing of cyberspace, primarily through utilising web scraping,
open-source intelligence techniques, and social network analysis. Her
research primarily examines online recruitment on classified and recruit-
ment websites for the purposes of human trafficking. Other research
interests include understanding rapport in hacking forums, online child
sexual abuse, and animal rights extremism. Ruth is a Fellow of the
Higher Education Academy and holds a B.A. Hons in Sociology and
Politics from Queen’s University Belfast, an M.Sc. in Cybercrime and
xiv Notes on Contributors
E-investigation from the University of Derby, a Post-Graduate Diploma

in Higher Education Practice from Ulster University, and a Ph.D. in
Sociology from Queen’s University Belfast.
Dr. Clare McCluskey-Dean is an academic liaison librarian for the
School of Education, Languages and Psychology and the School of
Humanities at York St John University. Her research centres on crit-
ical information literacy, looking at the effects of systemic inequalities in
the publication of information and how to tackle them, and on ampli-
fying marginalised voices in Higher Education library collections and
curricula.
Keenan Mundine is a Biripi Aboriginal man who grew up in ‘The
Block’, in inner Sydney. Orphaned at age seven, he grew up in care and
on the street, and spent most of his teens and twenties in jail. Keenan
is committed to changing the narrative about crime for Aboriginal
communities.
Dr. Helen Nichols is a Senior Lecturer in Criminology at the Univer-
sity of Hull. Helen’s research focuses broadly on contemporary adult
male imprisonment with core interests in the experience and impact of
imprisonment. Helen’s book Understanding the educational experiences of
imprisoned men: (Re)education was published in March 2021 and she has
conducted research on the impact of the Covid-19 pandemic on access
to healthcare for people under probation supervision. Helen continues
to actively research in the field of penology.
Dr. Richard Peake is an Associate Professor in Criminal Justice and
Criminology at the School of Law, University of Leeds and Fellow of the
Higher Education Academy. His scholarship interest focuses on diversity
and inclusion and has previously published around the difficulty of tran-
sitioning to Higher Education for students from vocational courses in
the UK.
Professor Howard Sercombe is a sociologist and youth worker. He has
worked with Aboriginal young people in urban street work, in country
towns, and in outback communities. He is not Aboriginal, but grew up
Notes on Contributors xv
in Aboriginal communities. He has been active in youth work and its

academic development across the world.
Carly Stanley a Wiradjuri woman, is currently CEO of Deadly Connec-
tions Community & Justice Services (http://www.deadlyconnections.
org.au/), an Aboriginal NGO aimed at disrupting the cycle of disadvan-
tage and justice system involvement of Australia’s First Nations people
through the provision of Aboriginal-led, innovative, culturally competent
solutions.
Dr. Kelly J. Stockdale is a Senior Lecturer in criminology and
programme leader for the B.Sc. (Hons.) criminology programme at
Northumbria University, Newcastle. Her research relates to criminal
justice, restorative justice, and people’s lived experiences when in contact
with criminal justice agencies. She also researches the criminology
curriculum and students’ experiences when reading and studying crimi-
nology.
Dr. Katie Strudwick is an Associate Professor of Criminology and Dean
of Lincoln Academy of Learning and Teaching (LALT) at the Univer-
sity of Lincoln. She is a long-standing member of the British Society
of Criminology’s Learning and Teaching Network and Senior Fellow of
the HEA. Her research focuses upon student engagement, employability,
and partnerships with Policing, with a specific interest on co-creation and
co-development of teaching and learning through Student as Producer.
Rowan Sweeney is a doctoral researcher and graduate teaching assis-
tant in social sciences at York St John University. Her research relates to
restorative justice, criminological teaching and learning, critical theory,
intersectionality, decolonisation, and social justice. Rowan’s Ph.D. crit-
ically explores the production, and exclusion, of knowledge(s) of
restorative justice within undergraduate criminology. She also researches
decolonisation and intersectionality within higher education curricula.
Helen Wolfenden is a radio broadcast academic at Macquarie Univer-
sity. She has worked with BBC and ABC Radio, including managing the
regional station that takes in most of outback Western Australia. She is
xvi Notes on Contributors
interested in translation between academic and practice-based knowledge

systems, and in new developments in spoken word media.
Dr. Suzanne Young is an Associate Professor of Criminal Justice in
the School of Law at the University of Leeds. She is a Senior Fellow
of the Higher Education Academy, Chair of the British Society of
Criminology’s Learning and Teaching Network, and Co-Director of the
Centre for Innovation and Research in Legal Education at the Univer-
sity of Leeds. Suzanne’s scholarship interests are in the areas of student
engagement, active learning, and technology-enhanced learning.
Acronyms
BTEC Business and Technology Education Council

FE Further Education
HE Higher Education
HEI Higher Education Institution
NSS National Student Survey
NVQ National Vocational Qualification
OfS Office for Students
QAA Quality Assurance Agency
UCAS Universities and Colleges Admissions Service
WP Widening Participation
xvii
List of Figures
Fig. 6.1 Mock-up of a replica forum called “Elite Hacks”

with three subforums: cryptocurrency, buying and selling
databases and carding 118
Fig. 6.2 Mock-up of the cryptocurrency subforum with three
threads 118
Fig. 6.3 Mock-up of a thread with two other posts from different
authors 119
Fig. 6.4 Project schematic illustrating different levels
of information the students can access 121
xix
List of Tables
Table 6.1 Project work phases 122

Table 7.1 Visual marking guidance 143
xxi
1
Introduction
Katie Strudwick and Suzanne Young
Addressing the Challenges in Teaching

Criminology and Criminal Justice
Criminology is an interdisciplinary field of study that has attracted
widespread growth within the higher education setting in the United
Kingdom. Developments within the discipline have been shown in levels
of interest in the subject, indicating a huge rise of 240% increase in
students enrolling in criminology courses from 2013 to 2019 (Young,
2022). This has resulted in an increasing number of higher education
K. Strudwick (B)
Lincoln Academy of Learning and Teaching (LALT), Lincoln University,
Lincoln, UK
e-mail: kstrudwick@lincoln.ac.uk
S. Young
School of Law, University of Leeds, Leeds, UK
e-mail: s.young@leeds.ac.uk
© The Author(s), under exclusive license to Springer Nature 1

Switzerland AG 2022
S. Young and K. Strudwick (eds.), Teaching Criminology and Criminal Justice,
https://doi.org/10.1007/978-3-031-14899-6_1
2 K. Strudwick and S. Young
institutions offering criminology and criminal justice courses, with over

1000 undergraduate criminology Bachelor programmes on offer in the
United Kingdom (UCAS, 2022).
There is a myriad of challenges with teaching criminology and crim-
inal justice as an interdisciplinary subject. Some have an established
legacy, such as the overlap, yet recognizable paradox, between theoretical
approaches, the importance of the foundations of criminological enquiry
alongside providing a critical lens on current topical challenges, in a
global and localized way (McLaughlin, 2011). The discipline addresses
such debates, which is why it can be transformative and empowering
for the learner, often this is seen as the value of the subject and why it
continues to secure its position and currency in social sciences, frequently
helped by a multitude of research led or specialist modules. The age-
old debate of the relationship between where and how criminology sits
with criminal justice policy continues, whilst not ignoring the logical
overlap with other social science disciplines, sociology, social policy, poli-
tics (see Garland, 2011; Palmer, 2021). This has resulted in criminology
and criminal justice being seen as having mutual, yet interchangeable
focus, alongside a blurry and nebulous connection with many other
social science subjects.
Such attraction has led to criminology as a study at both undergrad-
uate and postgraduate levels. The exhaustive realm of the subject, and
the benefits that come with this continual evolvement and development
of new knowledges, presents criminology and criminal justice as being
both historical, yet contemporary in nature. As a discipline, the diversity
of theoretical debates, their relevance to current criminological issues,
alongside evolving epistemological dilemmas and research topics have
arguably widened the scope and broadened the challenges facing educa-
tors today. Such pedagogical dilemmas, and increasing diversification,
have tended to lead to perceptions of the discipline as eclectic, with
many interlocking and overlapping elements, often presented as ‘lens’
or subject areas which align together to form criminology and crim-
inal justice as a discipline. All of these have evidently been presented as
challenges for discipline, with responses to these being varied and often
innovative.
1 Introduction 3
It therefore seems timely and appropriate for a text of this nature

to be published. A resource which shines a light on narratives from
both academics and students, providing considerations of key disci-
plinary issues which have a place and relevance for the reader. This
text furthers the discussion of the significance and currency of such
debates, presenting criminology as a wide subject area. Externally, trends
shown in higher education, raise questions about the place and value of
studying, the evolving role of student engagement, relevance of authentic
assessments and quality standards, and the move to more diversity with
innovation and creatively shown in teaching and learning. These issues
have been addressed in wider higher education agendas through the
reassessment of the roles of students, the value of learning and grad-
uate outcomes and employability within programmes (see: Policy from
the Department for Business, Innovation and Skills, 2010, 2011, 2015,
2016a, 2016b; Augar Report, 2019; Office for Students, 2020). Discus-
sions in the text address external drivers, such as the Teaching Excellence
Framework and direction from the Office for Students, alongside the
impact of such trends on the discipline, all being part of the holistic
dialogue.
This edited text has the core remit to address the challenges for those
involved in designing and delivering higher education through crimi-
nology courses, at both undergraduate and postgraduate levels, making
it distinctive from all other criminology and higher education (HE)
texts. The collection has a dual focus, which benefits both students
studying and academics involved in teaching criminology. By high-
lighting a number of contemporary challenges and discussing differential
approaches that can be developed with such debates, considerations of
how teaching materials are designed and how content is delivered are
explored in the chapters. With a focus upon answering the ‘how’ ques-
tions, this edited text presents a divergent focus through the chapters and
debates, which all have some level of autonomy in their questioning and
challenging dilemmas, whilst also having overlapping themes.
This collection is not a ‘how to teach’ criminology text, or indeed
one that outlines key areas in the discipline, but is more about iden-
tifying the challenges and tensions that should be understood by all,
students and those teaching criminology. The binary purpose presented
in this text highlights the wide context of themes and reflections of prac-
tice, evidenced through exemplars explored in the chapters. The sections
provide depth, whilst narratives address key messages for discipline. The
lens by which pedagogical issues, literature and resources are addressed
presents chapters which have relevance for anyone involved and inter-
ested in the discipline of criminology and criminal justice. Whilst some
of the discussions may hold more appropriateness for a UK market,
many of the core challenges discussed do indeed cross boundaries to the
international market.
Themes of the Edited Collection

One of the central themes presented in this text is the focus upon
relevant pedagogical debates, which will be of importance to readers.
With a dearth of texts focussing upon critical reflections and peda-
gogical guidance in criminology, this text focusses upon some of these
aspects, covering different distinct ‘lenses’ by which the subject can be
understood, its diversity, transformative learning and innovation. The
edited text is divided up into thematic parts; Theme One ‘The chal-
lenges of diversity and inclusion’; Theme Two ‘Challenges of creating
authentic learning environments and Theme Three ‘The challenge of
creating transformative conversation’.
Theme One presents four chapters which discuss the challenges of
diversity and inclusion. Stockdale, Sweeny, McCluskey-Dean, Brown
and Azam focus upon developing and embedding critical information
literacy. Presenting arguments that address vulnerability and marginal-
ization, they argue that criminology as a discipline, continues to limit
itself, often to a male and Western viewpoint. This chapter explores
their journey to improve critical information literacy in the criminology
curriculum, addressing dilemmas from different viewpoints, lecturers, a
doctoral researcher and graduate teaching assistant, a librarian and two
students.
In the second chapter Duggan and Bishop present debates associ-
ated with feminist scholars, addressing the potential for conflict between
personal and professional identities. This discussion reflects upon the
1 Introduction 5
intersection of a gendered and intersectional nature, noting the freedom

and autonomy on values and ethics, whilst considering wider institu-
tional resistance and restrictions. By unpicking resistance to feminist
perspectives, the discussion addresses ways to overcome institutional
barriers to embedding intersectional approaches in teaching criminology.
In the third chapter Long presents the challenges involved with
teaching race, addressing the pedagogical debates embroiled in such
topics, and further reflects upon strategies to inform and challenge race
thinking and the racial dynamics in the classroom. Part of this discussion
considers the place and role for students and the positioning of these
debates within the wider curriculum.
The final chapter in this first section from Peake addresses a common
issue of widening participation, with reflections for personal tutors and
educators to ensure the playing field is levelled as far as possible. The
chapter addresses the transition from a non-traditional route to making
the transition often seen as difficult to negotiate. By identifying the
differences with wider socio-economic challenges, alongside vocational
or alternative learning, considerations reflect upon how to promote
equity in learning and teaching. The aim of this chapter is to encourage
higher attainment and raise the self-esteem of those who may not initially
feel part of the HE environment.
The second theme ‘Challenges of creating authentic learning envi-
ronments’ begins with a chapter addressing contemporary issues of
online and digital technology within criminology. By focussing upon
the role and impact in the real world, McAlister discusses the need
to move beyond traditional social science thinking and pedagogical
approaches. Arguing to bridge the gap between criminology, digital
technologies and computer science, discussions refer to different socio-
technical approaches to studying cybercrime, whilst exploring solutions
to ameliorate the harm caused by it.
In Chapter 7, Johnson reflects upon approaches with visual teaching
and its role in relation to learning in criminal justice. This chapter
explores how visual teaching, predominantly based on smartphone
photography, has been adopted at an undergraduate level in crim-
inal justice modules. The chapter is presented in three parts firstly
addressing why and how a visual approach has been adopted, moving
on to exploring the legal and ethical responsibilities arising from this

kind of teaching and learning, and finally presenting opportunities for
innovation that may arise with assessment from the visual approaches.
In Chapter 8, Jones focusses upon strategies and reflections for embed-
ding employability in the curriculum. By identifying the currency with
this topic, as shown in recent UK subject benchmarks (QAA, 2022),
the chapter reflects upon curriculum enhancement adopted by one UK-
based criminology HE degree provider. This progressive approach has
transformed approaches to employability and considers the competing
demands of the research-teaching nexus and the role of external partners
in delivering criminological learning.
The final third theme ‘The challenge of creating transformative
conversations’ explores how difficult topics have been embedded within
teaching and learning. In Chapter 9, Nichols and Humphrey discuss the
challenges of creating learning experiences to enable students to under-
stand the experiences of vulnerable people within the prison estate. By
presenting collaborative insights between lecturer and student studying
the module the chapter addresses dilemmas and issues of relevance
for supporting student engagement, alongside connecting theoretical
concepts with lived experiences. The chapter further reflects upon ways
of uncovering hidden voices and what the benefit may be for the wider
learning experiences for students.
In Chapter 10, Harding discusses the topic of teaching sensitive
materials. By reflecting upon sensitivity through educational, sociolog-
ical and victimological considerations of delivering teaching, Harding
addresses challenges by exploring the best way to address sensitive topics
within criminology. The approaches discussed highlight the importance
of ensuring duty of care to students’ wellbeing, whilst further considering
the potential impact of students’ experiences outside of the university
environment. It is argued that there is a core responsibility, as educators,
to teach content that can be both challenging and potentially distressing,
which drawing upon experiences of delivering sexual offending and
victimization, seeks to explore the middle ground of the positions being
presented.
Chapter 11 by Sercombe, Stanley and Mundine presents an eye-
opening and powerful narrative of the impact of decolonizing the
1 Introduction 7
curriculum, which addresses the epistemological challenges of doing

black and doing white in the same space on a university campus. With
the focus of the chapter on teaching at the University of New South
Wales, narratives explore the efforts to expand provision whilst enabling
students to learn about the realities of the disproportionate incarceration
of First Nations people in Australian prisons.
The concluding chapter aligns the key themes addressed in the book
and addresses what the future may hold for teaching criminology and
criminal justice. It indicates key pedagogical principles for criminology
courses that help to address the challenges outlined in the text. With an
acknowledgement of some of the wider ethical and practical challenges
for the discipline take away’s and lessons learnt from the innovative work
are presented in the book as the focus for the final reflections. The discus-
sions highlight key questions for all criminology educators which are
inherently particularly to the discipline.
On a final note, this collection offers critical reflections and peda-
gogical guidance which considers a wider range of challenges covering
diversity, transformative learning and innovation. By learning from
others’ practice, and understanding their interpretations of dilemmas,
important discussions are presented about how they have been overcome
in practice. The illustrations discuss how innovation has been applied
to learning inside and outside of the classroom, with an emphasis on
the use of real-world examples. By providing suggestions for resources,
alongside evidence-based argumentation, different voices and conversa-
tions are presented through the discussions of pedagogic practice. Issues
are topical, addressing important agendas for UK Universities, with ques-
tions of why they are important and why they are often so challenging in
practice. With the addition of top tips for educators and keywords, the
chapters present arguments which can be applied to practice.
References
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2020].
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tial: Teaching excellence, social mobility and student choice. http://www.gov.uk
[Accessed 1 June 2022].
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research bill to deliver choice and opportunity for students. http://www.gov.uk
[Accessed 1 June 2022].
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and practice. In M. Bosworth, & C. Hoyle (Eds.), What Is Criminology?
(pp. 49–61). Oxford, Oxford University Press.
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1 Introduction 9
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Young, S. (2022). Transitions through university: Exploring expectations and
motivations of undergraduate students. Leeds Institute for Teaching Excel-
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February 2022].
Part I
The Challenges of Diversity and Inclusion
2
Exploring the Criminology
Curriculum—Reflections on Developing
and Embedding Critical Information
Literacy
Kelly J. Stockdale , Rowan Sweeney ,
Clare McCluskey-Dean , Jodie Brown, and Ismail Azam
Introduction
In this chapter, we explore a particular challenge faced when teaching
criminology and criminal justice; how to apply critical information
literacy ourselves, and how to encourage our students to develop these
skills when engaging with criminological material. Our aim when
teaching is to go beyond decolonising the curriculum, to pay attention to
K. J. Stockdale (B) · J. Brown · I. Azam

Northumbria University, Newcastle upon Tyne, UK
e-mail: kelly.stockdale@northumbria.ac.uk
J. Brown
e-mail: jodiebrown1@outlook.com
I. Azam
e-mail: ismailazam12@gmail.com
R. Sweeney
University of Gloucestershire, Cheltenham, UK
e-mail: rsweeney@glos.ac.uk
© The Author(s), under exclusive license to Springer Nature 13

Switzerland AG 2022
S. Young and K. Strudwick (eds.), Teaching Criminology and Criminal Justice,
https://doi.org/10.1007/978-3-031-14899-6_2
14 K. J. Stockdale et al.
issues around intersectionality, and to consider how to develop students’

awareness of the content they engage with. This chapter, therefore, seeks
to share our journey so far; discussing why we need to explore our crim-
inology curriculum before sharing some of the key findings from our
initial research around criminology reading lists and student engagement
with criminological literature. The chapter shares personal reflections:
Ismail Azam shares his experience as an Asian male social science grad-
uate; Rowan Sweeney describes her journey as she progresses through
academia in her Graduate Teaching Apprentice role; Kelly Stockdale
considers her position as senior lecturer and criminology programme
lead; student Jodie Brown discusses her experience and involvement in
the research project and uses this to reflect back on her studies; and
Clare McCluskey-Dean shares insight from her role as an academic
liaison librarian. These reflections, positioned in relation to the themes of
belonging, reflexive practice, and resource creation, provide insight into
the authors’ experiences both studying and working in academia. We
conclude by arguing the case for developing critical information literacy
within the discipline.
Reflecting on Our Criminology Curriculum

Exploring the curriculum which we have developed, inherited, and
continue to use when we teach criminology is important. Continu-
ally reflecting upon the topics considered, perspectives included, and
teaching approaches used within the curriculum is central to ensuring
that learning is an active, meaningful, and inspiring process for students
(Freire, 1970). Knowledge construction is fundamentally linked to power
relations due to the inherent interconnection between knowledge and
power (Foucault, 1980; Mader, 2012). It is therefore important to crit-
ically explore the literature used within criminology, to identify the
C. McCluskey-Dean
York St. John University, York, UK
e-mail: c.mccluskey-dean@yorksj.ac.uk
2 Exploring the Criminology Curriculum … 15
perspectives of criminological topics which students are exposed to, as

well as voices which are not represented. The variety of existing voices
and perspectives (such as LQBTQ+, Black and Minority Ethnic (BME),
and non-male), regarding an array of criminological topics, provides
opportunity for the discipline to be diverse and authentic. However, it is
not understood how this range of voices is represented across teaching.
We argue that it is important to reflect on the criminology curriculum
and the information students use to construct knowledge about such
topics.
Criminology is a rapidly expanding discipline with the number of
courses being offered at universities across England and Wales growing
at an exponential rate (Stockdale & Sweeney, 2019: 86–87). New crim-
inology courses have the potential to develop and reimagine subject
content, as well as enable the development of criminological awareness
and understanding in a larger number of individuals. There have also
been movements across academic institutions to widen participation,
resulting in increased numbers of criminology students, and staff, from
a diverse range of backgrounds (Watts & Bridges, 2006). Yet similar
inclusivity and representation is arguably not mirrored in the crimi-
nology curriculum. While it appears that the ‘character of contemporary
criminology’, which has diversified in relation to research areas, should
provide the ideal scenario for the criminological canon to be diverse and
representative, this opportunity is arguably not being harnessed in the
classroom.
Researching Critical Information Literacy

Since 2019, the authors, as an academic team, have been exploring
and developing the concept of communities of practice in informa-
tion literacy (McCluskey-Dean, 2020). As part of this we have actively
been researching student experiences of the criminology curriculum by
conducting interviews and focus groups (Stockdale & Sweeney, 2019)
and working with students, including employing student curators to
help us develop new material (Stockdale et al., 2021a). We have also
explored criminology provision across England and Wales, particularly
the content of undergraduate degree criminology programmes (Sweeney,

forthcoming), as well as an in-depth study of indicative reading for crim-
inology course validation, and specific module reading lists (Stockdale &
Sweeney, 2022).
A starting point was to prompt students’ critical thinking and in so
doing we developed the ‘intersectionality matrix’ (Stockdale & Sweeney,
2019) as a pedagogical tool to allow students to clearly visualise the
prominent authorship of their reading (Stockdale et al., 2021b). Our
research shows that most key texts used on degree programmes are
written by white, male authors, and these are the authors most known
to students; students struggle to name any Black or minority ethnic
female authors that they have read or whose work they are familiar
with. Our research also highlights how criminological issues relating to
race and gender are typically covered in separate modules within the
degree programme and are not embedded as a form of critical praxis
throughout degree content. Key to our findings is that undergraduate
students were both shocked at their gap in knowledge, but also reflective
as to the reasons why there was a lack of diversity in their knowledge.
When students had the time and space to consider the authors they were
reading, they were eager to engage with a wider range of voices and expe-
riences of crime, criminal justice, inequality, and oppression. Students
want more, as our narrative reflections from two students in the chapter
highlight. Hopefully, this chapter provides the space to consider why
there needs to be a change, highlights some of the potential pedagogical
opportunities, and considers the challenges faced.
Staff and Student Personal Reflections

on the Criminology Curriculum
and Curriculum Development
The following is built from personal reflections from each of the authors,
documenting their experiences, their thoughts, and their feelings in
relation to teaching criminology, learning criminology, and supporting
academics in developing their pedagogical practice. It is important to
note that these reflective pieces are from a situated point and place in
time. Reflections took place at the end of the academic year 2019/20
following our initial research into reading lists and student experiences
of the curriculum. It was also Kelly’s first year as programme leader,
Rowan was midway through her PhD, Clare was coming to the end
of her Ph.D., and Jodie and Ismail were approaching completion of
their undergraduate studies. We have all continued reflexive practice and
learning, and our views and ideas have continued to grow and develop
as part of this journey.
The following themes arose from our reflective statements:
1. A sense of belonging—how the current curriculum includes and

excludes students and academic staff.
2. Reflexive practice—how students, staff, and academics reflect on
curriculum content.
3. Creation of resources—opportunities and barriers to the creation and
co-creation of curriculum resources.
A Sense of Belonging—How the Current

Curriculum Includes and Excludes Students
and Staff
How curriculum content can include, and perhaps more importantly,
how it can exclude both students and staff is an important starting
point when considering our criminology curriculum. As hooks (1994:8)
argues, everyone, both teachers and students, influence the classroom
dynamic, and everyone’s presence must be acknowledged and valued. Yet
this is not always the case for Black and Minority Ethnic students who
witness this exclusion throughout their studies; something their white
peers (and teaching staff ) are often unaware of.
As an Asian student, witnessing and experiencing a monolith of whiteness

within both the modules and staff/student body, makes you feel like a black
dot against a bright white canvas - isolated, excluded, as if you’re not meant
to fit in. I must admit, I was used to white spaces, though I was taken aback
when coming to university, especially given the narrative of universities being

the epicentre of progressive thought. But the dominant white structures which
are entrenched within university institutions and their pedagogy is enough to
affect any Black, Asian, or other minority ethnic students. Ismail
Doing a placement in the research team put the issues within the criminology
curriculum into the spotlight. When undertaking analysis of criminology core
module reading, I spent many hours researching authors’ details, and almost
every time I found the same result: the text was written by a white male
author. I found this time and time again: it became obvious that there was
a significant problem with the criminology curriculum reading list. What I
had been learning, by and large, was the white male perspective. I am certain
that the majority of white students who take this course and have this learning
experience will not recognise this problem or be aware that our understanding
of criminology comes from a very limited world view. This experience made
me reflect on aspects of the curriculum other than the reading lists. I recalled
studying a module on prisons where issues of race were only briefly mentioned.
This is problematic when Black, Asian and other ethnic minority groups are
significantly overrepresented in prisons. It seems inaccurate not to teach this
module through the lens of race. Jodie
Centring the student voice, among other voices, and exposing whose
voices have been marginalised should therefore be key to our teaching.
Tewell (2019) argues that a contextual approach to engaging with
learners from marginalised communities is vital, as their academic studies
are one part of a large picture of considerations and adaptations to a
society which at best does not understand their needs, and is often
wilfully working against them. This is asserted strongly by Owusu-
Kwarteng (2019: 9) in relation to the higher education (HE)experience
as a whole, who states that there is:
Failure to ensure that the curriculum includes content which analyses

varied social groups and their experiences, and opportunities for students
to express their views on these issues and their own encounters. Instead,
students are frequently expected to assimilate, and their lived experiences
are negated.
Ismail’s reflection below highlights that we are teaching topics that have
the potential to be transformative for our students, however, we need to
recognise our own biases and privileges and the political ideologies that
pattern our values (Sexton, 2020; Twyman-Ghoshal & Lacorazza, 2021).
It is not only about considering the colonial and imperialist nature of
the discipline but, as Friere (2001: 36–37) asserts, those teaching should
have more respect for what students know, discussions should include
the concrete reality of students’ lives whereby a connection can be built
between the curriculum and lived experience.
The field of study has been of particular interest since setting foot in my sixth
form sociology classroom. Deriving from a working-class background with
Indian/Pakistani heritage and growing up in the North-East of England, my
lived experiences have been nothing short of a challenge. This discipline has
allowed me to process and articulate the structural racism and class strug-
gles that have defined me as a person. However, as an Asian student I
have concerns about the racial disparity that I have witnessed within Higher
Education, from the one-dimensional white perspective, which is taught to all
students, to the lack of diversity seen amongst the staff and even the student
body. Ismail
What is therefore particularly important within criminology, as students

are often the criminal justice practitioners of the future, is the need to
understand that we have “a powerful opportunity to provide rigorous,
critical, social science education to practitioners before they are indoctri-
nated”. (Sexton, 2020: 249)
As a very early career academic, completing a PhD and teaching crimi-

nology in my Graduate Teaching Assistant role, I am positioned as a staff
member while still being acutely aware of engaging with the discipline as
a research student. The marginalisation of certain voices within criminology
is something which I have often noticed and reflected on as a student and
new academic. My early experience of teaching criminology raised two key
questions for me. Firstly, how can we as criminologists expect students (as
members of deliberative democracy and potentially the criminologists and
criminal justice practitioners of the future) to understand, critique, and
reimagine social conditions central to criminology if they are not exposed to
the variety of perspectives which are relevant to these matters? Secondly, why
does the discipline, and many of the individuals who work within it, not
feel more compelled to open up spaces for the voices and work of people from
all backgrounds? The main conclusions I came to were that the impact of
the marketisation of Higher Education heavily impacts staff workload, and
ability to create innovate and inclusive curricula; and the elitism which exists
within the academy obstructs the inclusion of a range of voices and sources
which are fundamental for students to fully learn and develop their crimi-
nological imagination. I believe that criminologists, due to the issues which
we profess to be concerned with, have a duty to act against the curriculum
challenges brought by neoliberal HE and elitism. This is not only important
to empower criminology students, but also to develop, strengthen and improve
the discipline. Rowan
The evidence for a critical approach to the resources around which a

university course is designed, and in affecting structural change in the
way these sources are used, is apparent in the accounts of students from
communities which suffer from systemic discrimination. Shaffait (2019)
outlines the experiences of Muslim students, showing how drinking
culture leads to the social exclusion of those who are teetotal, that the
prevalence of Islamophobic stereotyping and language impacts feelings
of belonging, and that “A diverse curriculum could help to create a sense
of belonging” (4). The report breaks this down into specific recom-
mendations such as “Incorporating non-western voices that are often
silenced through a Eurocentric curriculum can help to overcome insti-
tutional whiteness” (Shaffait, 2019: 4) and that student input is vital
in highlighting which voices to include. Eddo-Lodge (2018) and Ahmed
(2012) both reveal the transformative nature of their experiences of single
university courses which finally integrated voices and sources linked to
their own experiences—Eddo-Lodge as a Black woman and Ahmed as
a woman of colour and a member of the LGBTQ+ community—after
educational journeys that were white and euro-centric.
As an academic librarian, I inhabit a role at the intersection of collection

development in terms of the resources offered to the members of the commu-
nity at the university at which I work, and how those resources are found,
evaluated, and used, commonly referred to in library research and litera-

ture as information literacy (CILIP, no date). I spend a great deal of time
dealing with individual queries from students, in one-to-one tutorials and
in email conversations, which reveal the specific experiences and frustrations
they encounter in their studies. Each of these aspects of my job informs the
others and show that there is much more to the process than the learning of
skills to complete assignments: instead, there is a need to centre the student
as researcher, understand their experiences, and move away from a deficit
skills model which is based on a specific ‘ideal’ student, excluding many
(Donovan & Erskine-Shaw, 2020). Clare
I am a final year criminology student and I have loved studying criminology.

What drew me to the discipline was its desire to understand and incite positive
change for those who have experienced disadvantage. I was initially interested
in class-based inequalities and feminism; however, I can reflect now that the
feminism I was aware of and interested in initially was mainstream white
feminism. Reflecting now, I had a very limited world view, which the disci-
pline of criminology should have helped me open up, but I found it did
not. My world view has only begun to open up outside of the criminology
curriculum, through some reading, but mainly through learning from the
knowledge and passion for tackling racial injustice as well as the lived expe-
rience of someone close to me. Without having that opportunity to learn from
someone so passionate I wouldn’t have the curiosity or understanding that
enabled me to take part in this project. Throughout my time studying crimi-
nology I found that criminology was not as progressive as I had once believed.
As explained above, the tradition of the discipline has marginalised certain
voices which has distorted the production of knowledge in criminology . Jodie
Reflexive Practice—How Staff and Students

Reflect on Curriculum Content
Critical information literacy asserts that the traditional skills models have
generally not considered the social and political structural influences
on what information is available to an individual, or how their social
circumstances impact upon how information is evaluated (Elmborg,
2012). In terms of how a student is supposed to engage with their
studies, there is often a lack of representation of their own lived experi-

ences, especially if they are from a community (or indeed more than one
community) which is marginalised. Donovan and Erskine-Shaw (2020)
have researched this in terms of academic literacies, focusing on students
arriving at university, and asserting that issues of identity and socialisa-
tion in the academic environment are key to their experience, especially
if they come from backgrounds where going into HEIs is not the norm.
We are not embedding critical information literacy at the start of our degree
programmes, we are teaching students to explore how societal structures and
criminal justice agencies might recreate and perpetuate social divisions such as
sexism and racism, but we are not necessarily considering that criminology as
a discipline is overwhelmingly white, male, cis-gendered and heteronormative
in the way that it discusses the structural and personal context of crime. Kelly
I would like criminology to truly start to represent the voices of groups that
experience marginalisation, like I once thought it would. My degree in crim-
inology has not equipped me with the knowledge to understanding the world
from a wider perspective than my own. The discipline needs to provide a
wider world view by teaching literature from an accurate representation of
society. I think this needs to come from more than just the authors on the
reading list and include the contents of modules within the programme. This
would mean properly integrating race and gender perspectives into all the
modules rather than just a tokenistic single lecture. Jodie
Curriculum change and design and the importance of the student’s voice
is a recommendation of research into the experience of all tradition-
ally marginalised communities, including trans staff and students in HE.
McKendry and Lawrence (2017) argue it can make the experience inclu-
sive, and also impact upon other sectors in terms of raising awareness of
those on professional programmes:
Consider trans inclusion and inadvertent transphobia within the curriculum

and ways to include trans history, identity, and experience within content
[…] For those who design and deliver professional programmes […] consider
opportunities to raise awareness amongst professionals of the future and
include trans issues within the curriculum. (McKendry & Lawrence, 2017:
18–19).
This is important as students should be able to engage in reflexive

practice within their studies, to understand which voices have been
historically excluded and marginalised, and which are being routinely
presented across their course. It is only by embedding these critical infor-
mation literacy skills that our teaching practices can be transformative,
can empower students, and can contribute to social justice.
When speaking to students during classes about the weekly readings I

continued to hear phrases such as: ‘how am I supposed to understand this?’,
‘why are we having to read such old texts?’, ‘that is a very old-fashioned
view’, ‘I didn’t realise this was what criminology was going to be like’ and
‘this just doesn’t make sense’. Students clearly felt overwhelmed and under-
standably resistant to the course because the sources they were being told to
read were largely out of context to them. While, of course, it is important
to encourage students to explore traditional social and criminological theory,
my own experience as a student showed me that including a diverse range of
voices does not mean that the ‘old’ or ‘traditional’ voices need to be removed.
Instead, I focused on providing students with materials and ways of learning
which resonated with them and include diverse viewpoints (both old and
new), to try to open up new ways of understanding and knowing, ultimately
leading to empowerment, transformation, and active critical thought inside
and outside the academy. Rowan
Realigning my practice in accordance with critical information literacy princi-

ples has been an important shift in my work in 20 years in academic libraries,
and I believe it is vital to continue along these lines if we are to truly claim
that higher education contributes to social justice. Clare
Creation of Resources—Opportunities
and Barriers to the Creation and Co-creation
of Curriculum Resources
The centring of the student is vital in acknowledging their experi-
ences as members of various communities. It is also vital in unveiling
and dismantling the structural discrimination in the information and
publishing landscape, which in turn impacts on the dominant content
and discourse in university curricula. Sociologists such as Zeballos (2019)
have critiqued the academic peer-review process as allowing white male
voices to dominate. Within evidence-based medicine, there are those
looking at systemic impacts on what is published (Heneghan et al.,
2017). Students must be empowered to investigate these issues:
To be able to reflect on the implications of how […] knowledge is historically

constituted and reproduced, to understand the racialized, gendered and classed
contexts in which it is developed and to notice the silences and exclusions upon
which it establishes its authority. (Rupprecht, 2019:16)
The following reflections describe the challenges and barriers that the
authors have either faced themselves, or have experienced or recognise as
being key issues when attempting to create resources:
It would be great to see a wider perspective of voices taught, though

many people believe that simply including more Black, Asian, and other
minority ethnic perspectives in the curriculum will solve the disparity of
one-dimensional teaching. However, this could so easily be reduced to a tick-
box exercise if not implemented properly. To mitigate this, lecturers who are
conveying the newly taught theories of race need to have a solid comprehen-
sion of the information that they are teaching – especially if it comes from the
perspective from someone who differs to them ethnically. If they do not properly
adopt an epistemological approach to these theories, information and experi-
ences bear the potential to be relayed incorrectly, and in turn, could hinder
their validity. This is something which I as a student witnessed first-hand,
and I am sure that my experiences are not isolated from others. Ismail
Prior to my current role, I completed a BA (Hons.) in Criminology and Poli-

tics and a MSc in Social Research for Criminology at the University of Stirling
in Scotland. Throughout these degrees I became increasingly aware of, and
thankful for, the critical and diverse nature of the criminology curriculum
and teaching which I had been exposed to. To me, criminology, due to the
vast array of intersecting topics and fields it encompasses, offers unique oppor-
tunities to intricately consider social order and control as well as related
oppression and social harm. In my view, criminological exploration enables
the experiences and vulnerabilities of individuals, in the context of various
forms of control, to be understood and challenged. This understanding, devel-
oped from my own studies, is the principal reason why I wanted to pursue a
career as a criminology academic and facilitate criminological learning to act
against marginalisation and harm normalised by hegemonic social structures.
As a new academic I was eager to develop my critical pedagogic approach
to facilitate criminological teaching and learning, shaped from my view that
criminological thought and education can enable de-mystification of inequal-
ities and injustices which often result from normalised systems of criminal
justice and social control. Inclusion and empowerment of the vast array of
voices which have a stake in, and experience of related issues, I therefore
believe, are essential to the criminology curriculum. However, upon speaking
to others and taking up my current position teaching criminology I realised
that the way I had explored criminological thought as a student was, sadly,
not the norm. Involvement in teaching on a variety of modules evidenced to
me that inclusivity within module and programme curricula was not always
viewed as vital. I increasingly saw, and continue to see, that curriculum mate-
rials are often recycled and maintained for many years. Resultantly, focus
is given to well-established, often harmful, criminological voices. This does
not support students, particularly those from diverse backgrounds, to actively
engage in the curriculum. Rowan
My first thought when reflecting on this journey is to consider my own posi-

tionality within academia and the experiences that led me to start this research
at this point in my career. Like many working in HE, my own journey is one
of precarious employment, which comes with low wages, limited opportunities
for progression and few benefits (i.e., pensions, sick pay, parental/carers leave,
or paid research time) compared to those on permanent contracts. Working
as an hourly paid lecturer on people’s modules, you are either given pre-
existing material from previous years, which you may update, or you may
need to (or decide to) design content from scratch, however, the rate of pay
remains the same at 1 hour preparation time for 1 hour delivery. You are
allocated teaching often only a week or two before starting. With one hour to
prepare a lecture on content that is unlikely to be in your area of expertise,
you are heavily reliant on previously used material. You are reliant on text-
books/reading materials that you can source quickly, and new books cannot
always be purchased and available for students in that time. So, you do your
best; you engage students, you encourage critical engagement with the material
at hand, but it is difficult to introduce dramatically new content. You cannot
redesign the wheel in an hour, there are limitations and constraints on what
is achievable in these conditions. We need to address the working conditions
of staff in HE which we already know is structured unequally for academics
of colour, female academics, and those with disabilities. We also need to work
together to improve the way our discipline is taught and the content that we
deliver to students. As a senior lecturer and programme leader for criminology
I want to do more, the research we have conducted with students suggests they
want more too. But we are relying on individual pockets of work; academics
working well beyond their paid hours to create and develop materials and
inspire students to think critically. As a discipline we need to work together,
we need to acknowledge the issues within our discipline and work together to
create diverse content. Kelly
The identification and development of this community of practice in critical

information literacy has not been without challenges. It requires trust between
the members as each one interrogates their own practice, individually and
collectively, to reveal whose voices they are privileging in their teaching, and
how to not only address this, but do so in a way that involves the student
voice. However, in linking it to other initiatives in the development of peda-
gogic practice and social justice, we have been able to support each other in
this. I have recently undertaken research into my role which investigated a
sustainable model for embedding information literacy in the Higher Educa-
tion curriculum, in which I as a librarian position myself as a facilitator of
a community of practice. Through this, staff across an institution can learn
from each other about critical information literacy and design learning and
teaching influenced by the various aspects of the theory (McCluskey-Dean,
2020). Clare
There are clear structural challenges faced by new academic staff, while
work is being done by individuals it is clear the current environment
in HE is not conducive to decolonising and transforming the current

criminology curriculum. Changes in HE in England over the last decade
have impacted on criminology in particular: the relaxation of the number
of students able to enrol at university; the subsequent exponential
increase in criminology courses offered; and the ever-increasing number
of students entering these courses (Stockdale & Sweeney, 2019, 2021a,
2021b, 2022). Staff working conditions across the sector have been
adversely impacted: workloads have significantly increased, meaning
there is little opportunity to plan and recreate materials with decolonisa-
tion and critical information literacy in mind. Universities are choosing
to rely on increasing numbers of casual contracts for academics, resulting
in precarious working conditions that cause stress, fatigue, and impact
on the ability to engage with literature that has not previously been
included, and unsustainable workloads where staff are not paid for
any additional work beyond basic preparation and teaching delivery.
Furthermore, gender, ethnic, and disability pay gaps are continuing,
with female academics, academics of colour, and those with disabilities
experiencing significant pay discrimination. At the time of writing the
University College Union (UCU) has launched a ‘four fights’ campaign
to address these issues. Unfortunately, until some of these structural
issues are addressed it is difficult for academics to be able to bring about
meaningful change in the wider criminology curriculum.
However, on an individual level we need to recognise that the disci-
pline needs a more inclusive curriculum; it is by overtly recognising this,
by embedding critical information literacy and opening up discussion,
that we can see that students are well-placed to contribute and co-create
resources.
When I look at my course, I see a white, western curriculum that does not
reflect all students. An equal curriculum not only builds wider perspectives
but builds self-esteem for all Black, Asian, and other minority ethnic students,
and can also contribute to diminishing racial prejudice through better under-
standing. Universities could become more enticing for Black, Asian, and other
minority ethnic students if they see modules that correctly reflects them. Ismail
It is so important that the curriculum is representative, because without

broader and more representative perspectives of criminology being taught to
students, white students like myself will continue to not recognise or question
the problem because it simply appears to be the norm. It is the responsibility of
universities as educators to provide students with this information so they can
question the status quo, which now unquestioningly pushes a white, Western,
male perspective. If criminology had been more representative and diverse it
could have helped me and others like me to begin to question problems in
our society and the criminal justice system. Criminology students will be the
future professionals and will be creating policies within the criminal justice
system. Without these students being given the knowledge and tools to ques-
tion and challenge the injustices within these institutions, they will not be in
a position to accurately represent and advocate for marginalised groups. Jodie
The Importance of Critical Information

Literacy for Criminology
While critical information literacy evidently offers a tangible, and valu-
able, way of improving inclusion and intersectionality within curricula
across Higher Education, arguably it is particularly important to crim-
inology. Indeed, this chapter has explored the historically marginalised
voices which are often missing from criminology curricula, those of the
global south, BME communities, non-males, and LGBTQ+ communi-
ties, and the damaging impact this can have on the learning experiences
and development of critical thought for students. The subject matter
of criminology, broadly focusing on justice, punishment, and power,
affords opportunities to illuminate, as well as work to overcome, inequal-
ities and injustices experienced by oppressed groups and individuals
(Cohen, 1988; Davis, 1998; DeKeseredy, 2010). Arguably, this inter-
disciplinary and advocacy character of criminology is unique. However,
the philosophical concepts of punishment, crime, human rights, justice,
and modernity on which criminology rests are historically, and contem-
porarily, shaped by white (largely male) perspectives (McEachrane,
2014). This is not necessarily a call for traditional criminological perspec-
tives to be denied or eradicated, rather that criminology curricula and
pedagogy must recognise the role it plays in reproducing white priv-

ilege and gender norms, as well as harmful discourses and stereotypes
(Peters, 2018; Salami, 2015). Critical information literacy, which works
to disassemble hierarchical knowledge by incorporating all voices rele-
vant to a topic, offers an effective approach to overcome the inequality
of perspectives within criminology curricula.
Indeed, critical information literacy centralises the inclusion of
authentic and relatable perspectives, ideas, and literature within modules
and degree programmes, supporting students and staff to engage fully in
the curriculum—enabling collaboration, and active rather than passive
learning (Freire, 1970). Embedding critical information literacy within
criminology curricula provides a way for criminology students and staff
to actively engage in the way criminological knowledge has developed
and act against the harmful discourses and social divisions criminology
often reproduces (Agozino, 2003; Boukli & Kotzé, 2018; Davis, 2003;
Moore, 2016). The range of voices welcomed by critical information
literacy provides opportunities for both students and staff to connect
with various perspectives relevant to the criminological issues they are
studying or teaching. In doing so, encouraging all involved to reflect on
voices which resonate with them, as well as those which do not. Arguably,
enabling individuals to recognise their own positionality and become
open and empathetic to the experiences of others. Such awareness and
understanding, supported by critical information literacy, reduces the
‘othering’ which is common to curricula in neoliberalised HE, partic-
ularly in criminology due to its subject matter (Peters, 2018). Thus, a
critical approach to criminology education, can equip students with the
knowledge, confidence, and skills to question harmful discourses and
stereotypes in their curriculum as well as in their own personal and
political lives outside of the academy (Barton et al., 2010).
Concluding Thoughts
This chapter has argued that there is a need for criminology as a disci-
pline, and for us as educators to develop and embed critical information
literacy practices within our teaching and our curriculum. We have
recognised the deep structural inequalities in the sector which inhibit

decolonising and the embedding of critical information literacy. We
have reflected on our experiences as academics and students, and in so
doing we recognise this as a starting point. The issues addressed here are
broader than the curriculum; for those working in academia we need to
reflect on our own research, writing, and peer-review practices too. It is
about developing a critical consciousness or conscientisation (see Freire,
1970 and Hooks, 1994): a more diverse curriculum in some modules or
some degrees is not an end, it needs to be joined by meaningful praxis.
The authors also acknowledge the necessity of developing a commu-
nity of practice themselves, whereby librarians, other professional staff,
academics, and students learn from each other, develop, and recognise
the links between pedagogy and information literacy and use this to
design and deliver our criminology curriculum.
Top Tips: Embedding Critical Information

Literacy
• We highly recommend building your own community of practice
within criminology departments. This should include library and
professional staff across the university in order to develop a commu-
nity of practice around curriculum design and delivery, and also as
part of staff development whereby all are learning from each other.
• Critical information literacy as a skill needs to be taught to (and co-
developed with) students when they first start their degree programme.
• Pedagogical tools, such as the intersectionality matrix (Stockdale &
Sweeney, 2019) can be used to reflect on reading list content and also
as a prompt for students and staff to reflect on as part of their writing
practices.
• An equal curriculum is imperative to ensure all students are included
in their criminology degree programmes. Not addressing the colonial
roots of criminology, teaching race and gender as separate issues to
prisons and punishment, not including voices from female, indige-
nous, non-western, working-class, non-binary and LGBTQ+ authors
effectively excludes our students.
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darkness, passionate love, and deep and fearful remorse as
inexplicable as it was irradicable.
Not another week of quiet domestic happiness, such as other people
have, was it henceforth their fate to know. Yet why should this have
been? Mutually loving and loved as devotedly as ever was a wedded
pair, blessed with the full possession of every good that nature and
fortune can combine to bestow, with youth, health, beauty, genius,
riches, honor—why should their wedded life be thus clouded? Why
should she be moody, silent, fitful often, all but wretched and
despairing? Often even emitting the wild gleam, like heat-lightning
from her dark and splendid eyes, of what might be incipient insanity?
One evening, like the night described in the beginning of this chapter
(for stormy nights were now frequent), when the wind howled around
the island and the waves lashed its shores, Marguerite reclined upon
the semi-circular sofa within the recess of the bay window, and
looked out upon the night as she had often looked before. No light
gleamed from the window where the lady sat alone, gazing out upon
the dark and angry waste of waters; that stormy scene without was
in unison with the fierce, tempestuous emotions within her own heart
—that friendly veil of darkness was a rest to her, who, weary of her
ill-worn mask of smiles, would lay it aside for a while. Twice had
Forrest entered to bring lights, and twice had been directed to
withdraw, the last dismissal being accompanied with an injunction
not to come again until he should hear the bell. And so Marguerite
sat alone in darkness, her eyes and her soul roving out into the wild
night over the troubled bosom of the ever-complaining sea. She sat
until the sound of a boat pushed up upon the sand, accompanied by
the hearty tones and outspringing steps of the oarsmen, and
followed by one resonant, commanding voice, and firm, authoritative
tread, caused her heart to leap, her cheek to flush, her eye to glow
and her whole dark countenance to light up as she recognized the
approach of her husband. She sprang up and rang.
“Lamps and wood, Forrest,” she said. But before the servant could
obey the order, Philip Helmstedt’s eager step crossed the threshold,
and the next instant his arms were around her and her head on his
bosom. They had been separated only for a day, and yet,
notwithstanding all that had passed and all that yet remained
unexplained between them, theirs was a lover’s meeting. Is any one
surprised at this, or inclined to take it as a sign of returning
confidence and harmony, and a prognostic of future happiness to
this pair? Let them not be deceived! It was but the warmth of a
passion more uncertain than the sunshine of an April day.
“Sitting in darkness again, my own Marguerite? Why do you do so?”
said Philip, with tender reproach.
“Why should I not?” returned Marguerite, smilingly.
“Because it will make you melancholy, this bleak and dreary scene.”
“No, indeed, it will not. It is a grand scene. Come, look out and see.”
“Thank you, love; I have had enough of it for one evening; and I
rather wonder at your taste for it.”
“Ah! it suits me—it suits me, this savage coast and weather! Rave
on, winds! thunder on, sea! my heart beats time to the fierce music
of your voices. ‘Deep calleth unto deep’—deep soul to deep sea!”
“Marguerite!”
“Well?”
“What is the matter with you?”
“Nothing: only I like this howling chaos of wind and water!”
“You are in one of your dark moods.”
“Could I be bright and you away?”
“Flatterer! I am here now. And here are the lights. And now I have a
letter for you.”
“A letter! Oh! give it quickly,” cried Marguerite, thrown off her guard.
“Why, how hasty you are.”
“True; I am daily expecting a letter from Nellie, and I do begin to think
that I have nerves. And now, to discipline these excitable nerves, I
will not look at the letter until after tea.”
“Pooh, my love, I should much rather you would read it now and get
it off your mind,” said Philip Helmstedt, placing her in a chair beside
the little stand, and setting a lamp upon it, before he put the letter in
her hand.
He watched her narrowly, and saw her lips grow white as she read
the postmark and superscription, saw the trembling of her fingers as
she broke the seal, and heard the half-smothered exclamation of joy
as she glanced at the contents; and then she quickly folded the
letter, and was about to put it into her pocket when he spoke.
“Stay!”
“Well!”
“That letter was not from Mrs. Houston.”
“No; you were aware of that; you saw the postmark.”
“Yes, Marguerite; and I could have seen the contents had I chosen it,
and would, under all the circumstances, have been justified in so
doing; but I would not break your seal, Marguerite. Now, however,
that I have delivered the letter, and you have read it, I claim the right
to know its contents.”
Marguerite held the letter close against her bosom, while she gazed
upon him in astonishment and expectation, not to say dread.
“With your leave, my lady,” he said, approaching her; and, throwing
one arm around her shoulders, held her fast, while he drew the letter
from her relaxing fingers. She watched him while he looked again at
the postmark “New York,” which told next to nothing, and then
opened and read the contents—three words, without either date or
signature, “All is well!” that was all.
He looked up at her. And her low, deep, melodious laughter—that
delicious laughter that charmed like music all who heard it, but that
now sounded wild and strange, answered his look.
“Your correspondent has been well tutored, madam.”
“Why, of course,” she said, still laughing; but presently growing
serious, she added: “Philip, would to God I could confide to you this
matter. It is the one pain of my life that I cannot. The time may come,
Philip, when I may be able to do so—but not now.”
“Marguerite, it is but fair to tell you that I shall take every possible
means to discover your secret; and if I find that it reflects discredit on
you, by Heaven——”
“Hush! for the sake of mercy, no rash vows. Why should it reflect
discredit upon any? Why should mystery be always in thought linked
with guilt? Philip, I am free from reproach!”
“But, great Heavens! that it should be necessary to assure me of
this! I wonder that your brow is not crimsoned with the thought that it
is so.”
“Ah, Philip Helmstedt, it is your own suspicious nature, your want of
charity and faith that makes it so,” said Marguerite.
“Life has—the world has—deprived me of charity and faith, and
taught me suspicion—a lesson that I have not unlearned in your
company, Mrs. Helmstedt.”
“Philip, dear Philip, still hope and trust in me; it may be that I shall
not wholly disappoint you,” she replied.
But Mr. Helmstedt answered only by a scornful smile; and, having
too much pride to continue a controversy, that for the present, at
least, must only end in defeat, fell into silent and resentful gloom and
sullenness.
The harmony and happiness of their island home was broken up; the
seclusion once so delightful was now insufferable; his presence on
the estate was not essentially necessary; and, therefore, after some
reflection, Philip Helmstedt determined to go to Richmond for a
month or six weeks.
When he announced this intention to his wife, requesting her to be
ready to accompany him in a week, Marguerite received the news
with indifference and promised to comply.
It was near the first of April when they reached Richmond. They had
secured apartments at the —— House, where they were quickly
sought by Colonel Compton and Mrs. Houston, who came to press
upon them, for the term of their stay in Richmond, the hospitalities of
the colonel’s mansion.
Marguerite would willingly have left the hotel for the more genial
atmosphere of her friend’s house; but she waited the will of Mr.
Helmstedt, who had an especial aversion to become the recipient of
private entertainment for any length of time, and, therefore, on the
part of himself and wife, courteously declined that friendly invitation,
promising at the same time to dine with them at an early day.
The colonel and his daughter finished their call and returned home
disappointed; Nellie with her instinctive dislike to Mr. Helmstedt much
augmented.
The fashionable season was over, or so nearly so, that, to electrify
society into new life, it required just such an event as the
reappearance of its late idol as a bride, and Mrs. De Lancie
Helmstedt (for by the will of her father, his sole child and heiress was
obliged to retain her patronymic with her married name).
Numerous calls were made upon the newly-wedded pair, and many
parties were given in their honor.
Marguerite was still the reigning queen of beauty, song, and fashion,
with a difference—there was a deeper glow upon her cheeks and
lips, a wilder fire in her eyes, and in her songs a dashing
recklessness alternating with a depth of pathos that “from rival eyes
unwilling tears could summon.” Those who envied her wondrous
charms did not hesitate to apply to her such terms as “eccentric,”
and even “partially deranged.” While her very best friends, including
Nellie Houston, thought that, during her three months’ retirement on
Helmstedts Island, Marguerite had
“Suffered a sea change
Into something wild and strange.”
No more of those mysterious letters had come to her, at least among
those forwarded from their home post office, and nothing had
transpired to revive the memory of the exciting events on the island.
But Mr. Helmstedt, although he disdained to renew the topic, had not
in the least degree relaxed his vigilant watchfulness and persevering
endeavors to gain knowledge of Marguerite’s secret; vainly, for not
the slightest event occurred to throw light upon that dark subject.
Marguerite was not less tender and devoted in private than brilliant
and fascinating in public; and, despite his bounded confidence, he
could not choose but passionately love the beautiful and alluring
woman, who, with one reservation, so amply satisfied his love and
pride.
Their month’s visit drew to a close, when Mr. Helmstedt accepted an
invitation to a dinner given to Thomas Jefferson, in honor of his
arrival at the capital. Upon the day of the entertainment, he left
Marguerite at four o’clock. And as the wine-drinking, toasting, and
speech-making continued long after the cloth was removed, it was
very late in the evening before the company broke up and he was
permitted to return to his hotel.
On entering first his private parlor, which was lighted up, he missed
Marguerite, who, with her sleepless temperament, usually kept very
late hours, and whom, upon the rare occasions of his absence from
her in the evening, he usually, when he returned, found still sitting up
reading while she awaited him. Upon glancing round the empty
room, a vague anxiety seized him and he hurried into the adjoining
chamber, which he found dark, and called in a low, distinct tone:
“Marguerite! Marguerite!”
But instead of her sweet voice in answer, came a silent, dreary
sense of vacancy and solitude. He hurried back into the parlor,
snatched up one of the two lighted lamps that stood upon the
mantelpiece, and hastened into the chamber, to find it indeed void of
the presence he sought. An impulse to ring and inquire when Mrs.
Helmstedt had gone out was instantly arrested by his habitual
caution. A terrible presentiment, that he thought scarcely justified by
the circumstances, disturbed him. He remembered that she could
not have gone to any place of amusement, for she never entered
such scenes unaccompanied by himself; besides, she had distinctly
informed him that preparations for departure would keep her busy in
her room all the evening. He looked narrowly around the chamber;
the bed had not been disturbed, the clothes closets and bureaus
were empty, and the trunks packed and strapped; but one, a small
trunk belonging to Marguerite, was gone. The same moment that he
discovered this fact, his eyes fell upon a note lying on the dressing-
bureau. He snatched it up: it was directed in Marguerite’s hand to
himself. He tore it open, and with a deadly pale cheek and darkly-
lowering brow, read as follows:
Our Private Parlor, —— House, 6 P.M.
My Beloved Husband: A holy duty calls me from you for
a few days, but it is with a bleeding heart and foreboding
mind that I go. Well do I know, Philip, all that I dare in thus
leaving without your sanction. But equally well am I aware,
from what has already passed, that that sanction never
could have been obtained. I pray you to forgive the
manner of my going, an extremity to which your former
inflexibility has driven me; and I even venture further to
pray that, even now, you will extend the shield of your
authority over my absence, as your own excellent
judgment must convince you will be best. Philip, dearest,
you will make no stir, cause no talk—you will not even
pursue me, for, though you might follow me to New York,
yet in that great thoroughfare you would lose trace of me.
But you will, as I earnestly pray you to do, await, at home,
the coming of your most unhappy but devoted
Marguerite.
It would be impossible to describe the storm of outraged love and
pride, of rage, grief, and jealousy that warred in Philip Helmstedt’s
bosom.
“Yes! by the eternal that hears me, I will wait her coming—and then!
then!” he muttered within himself as he cast the letter into the fire. All
night long, like a chafed lion in his cell, he paced the narrow limits of
his lonely apartments, giving ill vent to the fierceness of his passions
in half-muttered threats and curses, the deeper for suppression. But
when morning broke, and the world was astir, he realized that he had
to meet it, and his course was taken. His emotions were repressed
and his brow was cleared; he rang for his servant, made a careful
toilet, and at his usual hour, and with his usual appearance and
manner, descended to the breakfast table.
“I hope Mrs. Helmstedt is not indisposed this morning,” said a lady
opposite, when she observed the vacant chair at his side.
“Thank you, madam; Mrs. Helmstedt is perfectly well. She left for
New York last evening,” replied Mr. Helmstedt, with his habitual,
dignified courtesy. And this story went the rounds of the table, then
of the hotel, and then of the city, and though it excited surprise,
proved in the end satisfactory.
Later in the day he took leave of his friends. And by the next
morning’s packet he sailed for the island, which he reached at the
end of the week. And once in his own little, isolated kingdom, he
said:
“Yes, I will await you here, and then, Marguerite! then!”
CHAPTER VI.
THE WIFE’S RETURN.
“She had moved to the echoing sounds of fame—
Silently, silently died her name;
Silently melted her life away
As ye have seen a rich flower decay,
Or a lamp that hath swiftly burned expire,
Or a bright stream shrink from a summer fire.”
Nearly maddened between the deeply suppressed, conflicting

passions of wounded love, outraged pride, gloomy jealousy, fierce
anger, and burning desire of revenge, Philip Helmstedt’s impetuous
spirit would have devoured the time between his arrival at the island
and Marguerite’s expected return. Now feeling, through the magic
power of memory and imagination, the wondrous magnetism of her
personality, and praying for her arrival only that all else might be
forgotten in the rapture of their meeting—then, with all the force of
his excessive pride and scorn, sternly spurning that desire as most
unworthy. Now torturing himself with sinister speculations as to
where she might be? what doing? with whom tarrying? Then feeling
intensely, as resentfully, his indubitable right to know, and longing for
her return that he might make her feel the power of the man whose
affection and whose authority had been equally slighted and
despised. And through all these moods of love and jealousy still
invoking, ever invoking, with a breathless, burning impatience that
would have consumed and shriveled up the intervening days—the
hour of her return; for still he doted on her with a fatuity that neither
possession nor time had power to sate, nor pride nor anger force to
destroy—nay, that these agencies only goaded into frenzy. Strong
man that he was, she possessed him like a fever, a madness, a
shrouding fire! he could not deliver himself from the fascination of
her individuality. Was she a modern Lamia, a serpent woman who
held him, another Lexius, in her fatal toils? So it sometimes seemed
to him as he walked moodily up and down the long piazza before the
house, looking out upon the sea. At all events she held him! very
well, let it be so, since he held her so surely, and she should feel it!
Oh! for the hour of her return! All day he paced the long piazza or
walked down to the beach, spyglass in hand, to look out for the
packet that should bear her to the isle. But packet after packet sailed
by, and day succeeded day until a month had passed, and still
Marguerite came not. And day by day Philip Helmstedt grew darker,
thinner, and gloomier. Sleep forsook his bed, and appetite his board;
it often happened that by night his pillow was not pressed, and by
day his meals were left untasted.
Speculation was rife among the servants of the household. All
understood that something was wrong in the family. The Helmstedt
servants took the part of their master, while the De Lancie negroes
advocated the cause of their mistress. It was a very great trial to
poor old Aunt Hapzibah, the housekeeper, to find her best efforts
unavailing to make her master comfortable in the absence of her
mistress. Every one likes to be appreciated; and no one more than
an old family cook whose glory lies in her art; and so it proved too
much for the philosophy of the old woman, who had taken much
pride in letting “Marse Fillup see that eberyting went on as riglar as
dough Miss Marget was home hersef”—to see her best endeavors
unnoticed and her most recherché dishes untasted. And so—partly
for her own relief, and partly for the edification of her underlings in
the kitchen, she frequently held forth upon the state of affairs in
something like the following style:
“De Lord bress de day an’ hour as ever I toted mysef inter dis here
house! De Lord men’ it I pray! Wonner what Marse Fillup Hempseed
mean a-scornin’ my bes’ cook dishes? Better not keep on a-’spisin’
de Lord’s good wittles—’deed hadn’ he if he is Marse Fillup
Hempseed! Come to want bread if he does—’deed will he! Set him
up! What he ’spect? Sen’ him young ducks an’ green peas? down
dey comes ontotch! Try him wid lily white weal an’ spinnidge? down
it come ontaste! Sen’ up spring chicken an’ sparrowgrass? all de
same! I gwine stop of it now, I tell you good! ’deed is I. I ain’t gwine
be fool long o’ Marse Fillup Hemps’d’s funnelly nonsense no longer! I
gwine sen’ him up middlin’ and greens, or mutton an’ turnups—you
hear me good, don’t you?”
“I wonder what does ail master?” remarked Hildreth.
“I know what ail him well ’nough! I know de reason why he won’t eat
his wittles!”
“What is it, den?”
“He can’t eat anyt’ing else case he’s—eatin’ his own heart! An’ it
makes men mad—that sort o’ eatin’ does!”
“My Lors!” ejaculated Hildreth, in real or affected horror.
“Eatin’ his own heart,” continued old Hapzibah—“eatin’ his own
heart, wid his black eagle head an’ hook nose poke down in his
buzzum a-chawin’ an’ a-chawin’! Always a-chawin’ an’ a-chawin’!
Walkin’ up an’ down de peeazzy a-chawin’ an’ a-chawin’. Stan’in’ up
to his screwtaw, ’tendin’ to write, but only a-chawin’ an’ a-chawin’.
Settin’ down at de table, a-chawin’ an’ a-chawin’—not my good
wittles, mine you, but his own heart—always his own heart. He better
stop of it, too. It won’t ’gest, nor likewise ’gree wid him, nor
udderwise fetch Miss Marget home one minit ’fore she thinks proper
for to come.”
“Well, den, ennyways, t’ink it ’pears mon’ous strange your Miss
Marget don’t come home ef our Marse Fillup wants her to come,”
here put in old Neptune, one of the Helmstedt negroes.
“Set him up wid it,” indignantly broke in Aunt Hapzibah—“set you an’
your marse bofe up wid it. Who de sarpent! he? or you either? I
reckon my Miss Marget allers went an’ come when ebber she
thought proper, ’fore ebber she saw de hook nose o’ Marse Fillup
Hempseed, of any his low-life saut water niggers either. Not as I
tends for to hurt your feelin’s, Nep; you can’t help bein’ of an’
antibberous creetur like a lan’ tarrapin or a water dog, as ’longs to
nyther to’ther nor which, nor likewise to hit you in de teef wid your
marster, who is a right ’spectable, ’sponsible, ’greeable gemplemun,
ef he’d leave off a-hookin’ of his crook nose inter his buzzum an’ a-
chawin’ his own heart; which he’d better, too, or it’ll run him rampin’
mad!—you see, chillun, you see!”
One afternoon, during the last week in May, Philip Helmstedt, as
usual, walked up and down the beach in front of his mansion house.
With his arms folded and his head bowed upon his chest, in deep
thought, he paced with measured steps up and down the sands.
Occasionally he stopped, drew a small spyglass from his pocket,
placed it at his eye, and swept the sea to the horizon.
Before him, miles away to the westward, lay the western shore of
Maryland and Virginia, cloven and divided by the broad and bay-like
mouth of the Potomac—with Point Lookout on the north and Point
Rodgers on the south. Beyond this cleft coast the western horizon
was black with storm clouds. A freshening gale was rising and
rushing over the surface of the water, rippling its waves, and making
a deep, low, thrilling murmur, as if Nature, the improvvisatrice, swept
the chords of her grand harp in a prelude to some sublime
performance. Occasionally flocks of sea fowl, sailing slowly, lighted
upon the island or the shores. All signs indicated an approaching
storm. Philip Helmstedt stood, telescope in hand, traversing the now
dark and angry waste of waters. Far, far away up the distant
Potomac, like a white speck upon the black waters, came a vessel
driven before the wind, reeling against the tide, yet gallantly holding
her course and hugging the Maryland coast. Marguerite might be in
that packet (as, indeed, she might have been in any passing packet
for the last month), and Philip Helmstedt watched its course with
great interest. Nearing the mouth of the river, the packet veered
away to avoid the strong current around Point Lookout, and, still
struggling between wind and tide, steered for the middle of the
channel. Soon she was clear of the eddies and out into the open
bay, with her head turned southward. Then it was that Philip
observed a boat put out from her side. A convincing presentiment
assured him that Marguerite had arrived. The gale was now high and
the sea rough; and that little boat, in which he felt sure that she was
seated, would have but a doubtful chance between winds and
waves. Dread for Marguerite’s safety, with the eagle instinct to
swoop upon and seize his coveted prey, combined to instigate Philip
Helmstedt to speedy action. He threw down the spyglass and
hastened along the beach until he came to the boathouse, where he
unfastened a skiff, threw himself into it and pushed off from the
shore. A more skillful sailor than Philip Helmstedt never handled an
oar—a gift inherited from all his seafaring forefathers and perfected
by years of practice. He pushed the boat on amid heaving waves
and flashing brine, heedless of the blinding spray dashed into his
face, until he drew sufficiently near the other boat to see that it was
manned by two oarsmen, and then to recognize Marguerite as its
passenger. And in another moment the boats were side by side.
Philip Helmstedt was standing resting on his oar, and Marguerite had
risen with one low-toned exclamation of joy.
“Oh! Mr. Helmstedt, this is very kind; thank you—thank you.”
He did not reply by word or look.
The wind was so high, the water so rough, and the skiffs so light that
they were every instant striking together, rebounding off, and in
imminent danger of being whirled in the waves and lost.
“Quick, men; shift Mrs. Helmstedt’s baggage into this boat,”
commanded Mr. Helmstedt, as with averted eyes he coldly took
Marguerite’s hand and assisted her to enter his skiff. The two men
hastily transferred the little traveling trunk that comprised
Marguerite’s whole baggage—and then, with a respectful leave-
taking, laid to their oars and pulled rapidly to overtake the vessel.
Philip and Marguerite were left alone. Without addressing her, he
turned the head of the skiff and rowed for the island. The first flush of
pleasure had died from Marguerite’s face, leaving her very pale—
with a pallor that was heightened by the nunlike character of her
costume, which consisted simply of a gown, mantle and hood, all of
black silk. For some moments Marguerite fixed her large, mournful
eyes upon the face of her husband, vainly trying to catch his eyes,
that remained smoldering under their heavy lids. Then she suddenly
spoke to him.
“Philip! will you not forgive me?”
The thrilling, passionate, tearful voice, for once, seemed not to affect
him. He made no answer. She gazed imploringly upon his face—and
saw, and shuddered to see that an ashen paleness had overspread
his cheek, while his eyes remained rooted to the bottom of the boat.
“Philip! oh! Heaven—speak to me, Philip!” she cried, in a voice of
anguish, laying her hand and dropping her sobbing face upon his
knee.
The effect was terrible. Spurning her from him, he sprang to his feet,
nearly capsizing the skiff, that rocked fearfully under them, and
exclaimed:
“I do not know where you find courage to lift your eyes to my face,
madam, or address me! Where have you been? Come, trifling is
over between us! Explain, exculpate yourself from suspicion! or
these waters shall engulf at once your sin and my dishonor!”
“Philip! Philip!” she cried, in a voice of thrilling misery.
“Explain! explain! or in another moment God have mercy on your
soul!” he exclaimed, drawing in the oar, planting its end heavily on
the prow of the skiff, in such a manner that by leaning his weight
upon it he could capsize the boat—standing there, glaring upon her.
“Philip! Philip! for the Saviour’s sake, sit down,” she cried, wringing
her pale fingers in an ecstasy of terror.
“Coward! coward! coward! you fear death, and do not fear me nor
shame!” said Philip Helmstedt, his eyes burning upon her with a
consuming scorn that seemed to dry up her very heart’s blood.
“Once more, and for the last time, madam, will you explain?”
“Philip! mercy!”
“Commend yourself to the mercy of Heaven! I have none!” cried
Philip Helmstedt, about to throw his whole weight upon the oar to
upset the boat, when Marguerite, with a shriek, sprung up and
clasped his knees, exclaiming:
“Mercy! Philip! it is not my life I beg at your hands; it were not worth
the prayer! but another innocent life, Philip, spare your child,” and
fainted at his feet.
The boat, shaken by this violent scene, was rocking fearfully, and he
had much ado to steady it, while Marguerite lay in a dead heap at his
feet. The frenzy of his anger was passing for the present. The
announcement that she had just made to him, her swoon and her
perfect helplessness, as well as that majestic beauty, against the
influence of which he had been struggling through all this scene,
combined to sway his frantic purpose. He stood like a man
awakened from a nightmare, recovered from a fever, come to
himself. After cautiously trimming the boat, and letting it drift until it
had spent the violence of the impetus, he took up the oar, turned its
head, and rowed swiftly toward the island. Pushing the skiff up upon
the sand, he got out and fastened it, and then went to lift Marguerite,
who, on being raised, sighed and opened her eyes, and said, a little
wildly and incoherently:
“You will never be troubled by any more letters, Philip.”
“Ah?”
“No! and I will never leave you again, Philip.”
“I intend that you never shall have the opportunity, my—Marguerite.”
She had, with his assistance, risen to her feet, and, leaning on his
arm, she suffered herself to be led up the slope toward the house.
The whole sky was now overcast and blackened. The wind so
buffeted them that Marguerite could scarcely stand, much less walk
against it. Philip had to keep his arm around her shoulders, and busy
himself with her veil and mantle, that were continually blown and
flapped into her face and around her head. By the time they had
reached the house, and dispatched Forrest to put the boat away and
bring the trunk home, the storm had burst.
All night the tempest raged. Marguerite, in the midst of all her private
trouble, was sleepless with anxiety for the fate of the little vessel she
had left. But for Philip, a navy might have been engulfed, and he
remained unconcerned by anything aside from his own domestic
wrong. The next morning the terrible devastation of the storm was
revealed in the torn forests, prostrate fences and ruined crops. Early
Marguerite, with her spyglass, was on the lookout at the balcony of
her chamber window, that was immediately over the bay window of
the parlor, and commanded a magnificent sea view. And soon she
had the relief of seeing the poor little bark safely sheltered in
Wicomia inlet. With a sigh of gratitude, Marguerite turned from that
instance of salvation to face her own doubtful, if not dangerous,
prospect. Philip Helmstedt, since bringing her safely to the house,
had not noticed her by word or look. He remained silent, reserved,
and gloomy—in a mood that she dreaded to interrupt, lest she
should again rouse him to some repetition of his fury on the boat; but
in every gentle and submissive way she sought to soothe, accepting
all his scornful repulses with the patience of one offending where she
loved, yet unable to do otherwise, and solicitous to atone. It was
difficult to resist the pleading eyes and voice of this magnetic
woman, yet they were resisted.
In this constrained and painful manner a week passed, and brought
the first of June, when Colonel Houston and his family came down to
their seat at Buzzard’s Bluff. Mr. and Mrs. Helmstedt were seated at
their cold, tête-à-tête breakfast table when Nellie’s messenger,
Lemuel, came in with a note announcing her arrival at home, and
begging her dearest Marguerite, as the sky was so beautiful and the
water so calm, to come at once and spend the day with her.
The mournful face of Marguerite lighted up with a transient smile;
passing the note across the table to Mr. Helmstedt, she said:
“I will go,” and then rang the bell and directed Forrest, who answered
it, to conduct the messenger into the kitchen, give him breakfast, and
then get the boat Nereide ready to take her to Buzzard’s Bluff. The
man bowed and was about to leave the room, when Mr. Helmstedt
looked up from his note and said, “Stop!”
Forrest paused, hat in hand, waiting in respectful silence for his
master’s speech. After a moment, Mr. Helmstedt said:
“No matter, another time will do; hasten to obey your mistress now.”
The two men then withdrew, and Mr. Helmstedt turned to his wife,
and said:
“Upon second thoughts, I would not countermand your order,
madam, or humble you in the presence of your servants. But you
cannot leave this island, Mrs. Helmstedt.”
“Dear Philip—Mr. Helmstedt! what mean you?”
“That you are a prisoner! That you have been such since your last
landing! and that you shall remain such—if it be for fifty years—do
you hear?—until you choose to clear up the doubt that rests upon
your conduct!”
“Mr. Helmstedt, you do not mean this!” exclaimed the lady, rising
excitedly from her seat.
“Not?—look, Marguerite!” he replied, rising, and following her to the
window, where she stood with her large, mournful eyes now wildly
glancing from the bright, glad waters without to the darkened room
and the stern visaged man within. “Look, Marguerite! This island is a
mile long, by a quarter of a mile wide—with many thousand acres,
with deep, shady woods and pleasant springs and streams and
breezy beaches—almost room, variety and pleasure enough for a
home. Your house is, besides, comfortable, and your servants
capable and attentive. I say your house and servants, for here you
shall be a queen if you like——”
“A captive queen—less happy than a free scullion!”
“A captive by your own contumacy, lady. And, mark me, I have
shown you the limit of your range—this island—attempt to pass it
and your freedom of motion, now bounded only by the sea, shall be
contracted within the walls of this house, and so the space shall
narrow around you, Marguerite, until——”
“Six feet by two will suffice me!”
“Aye! until then, if need be!”
“Mr. Helmstedt, you cannot mean this—you are a gentleman!”
“Or was; but never a fool, or a tool, lady! God knows—Satan knows
how strongly and exclusively I have loved—still love! but you have
placed me in a false and humiliating position, where I must take care
of your honor and mine as best I may. You cannot imagine that I can
permit you to fly off, year after year, whither, with whom, to whom, for
what purpose I know not, and you refuse to tell! You left me no other
alternative, Marguerite but to repudiate——”
“Oh! no, no! sweet Heaven, not that! You love me, Philip Helmstedt! I
know you do. You could kill, but could not banish me! I could die, but
could not leave you, Philip!” interrupted his wife, with an outbreak of
agony that started cold drops of dew from her forehead.
“Compose yourself. I know that we are tied together (not so much by
church and state as by something inherent in the souls of both) for
weal or woe, blessing or cursing, heaven or hell—who can say? But
assuredly tied together for time and for eternity!”
“God be thanked for that, at worst!” exclaimed Marguerite, fervently.
“Anything—anything but the death to live, of absence from you,
Philip! Oh, why did you use that murderous word?”
“You left me no other alternative than to repudiate——”
“Ah!” cried Marguerite, as if again the word had pierced her heart.
“Or—I was about to say—restrain you. I cannot repudiate—I must
restrain you. You, yourself, must see the propriety of the measure.”
“But, Philip, my husband, do you mean to say that I may not even
visit Mrs. Houston?”
“I mean to say that until you satisfactorily explain your late escapade,
you shall not leave the island for any purpose whatever.”
“Not even to visit Nellie?”
“Not even to visit Mrs. Houston.”
“Philip, she will expect me; she will come and invite me to her house;
what shall I say to my bosom friend in explanation? or, keeping
silence, what shall I leave her to think?”
“Say what you please to Mrs. Houston; tell her the truth, or decline to
explain the motives of your seclusion to her—even as you have
refused to exhibit the purpose of your journeys to me. You can do
these things, Mrs. Helmstedt.”
“Oh, Heaven! but the retort is natural. What will Colonel Compton
think or say?”
“Refer Colonel Compton to me for an elucidation. I am always ready,
Marguerite, to answer for my course of conduct, though I may
seldom recognize the right of any man to question it.”
“I could even plead for an exception in favor of my little Nellie but
that I know your inflexible will, Philip.”
“It is scarcely more so than your own; but now, do you forget that
there is an answer to be written to Mrs. Houston?”
“Ah, yes,” said Marguerite, going to the escritoire that we have
already named, and hastily writing a few words.
“Dearest Nellie:—I am not well and cannot go to you;
waive ceremony, beloved, and come to your Marguerite.”
Meanwhile Mr. Helmstedt rang for Mrs. Houston’s messenger, who,
he was informed, had gone down to the beach to assist Forrest in
rigging the Nereide.
“We will walk down to the beach and send him home,” said Mr.
Helmstedt, taking his straw hat and turning toward Marguerite. She
arose to join him, and they walked out together across the front
piazza, down the steps, and down the terraced garden, through the
orchard and the timothy field, and, finally, to the sanded beach,
where they found the two negroes rigging the boat.
“Mrs. Helmstedt will not go, Forrest, so that you may leave the bark.
Lemuel, you will take this note to your mistress, and say that we
shall be glad to see the family here.”
Marguerite had not been down on the sands since the stormy
evening of her arrival, and now she noticed, with astonishment, that
of all the little fleet of some half-dozen boats of all sizes that were
usually moored within the boathouse but a single one, the little
Nereide, remained; and she saw that drawn into the house, the door
of which was chained and locked and the key delivered up to Mr.
Helmstedt. When this was done and the men had gone, Marguerite
turned to her husband for an explanation.
“Why, where are all the boats, Mr. Helmstedt?”
“Sold, given away, broken up, dispersed—all except this one, which
will serve the necessities of myself and men.”
“But why, Philip?”
“Can you not surmise? You are a prisoner—it is no jest, Marguerite—
a prisoner! and we do not leave the means of escape near such. I
am not playing with you, Marguerite! You fled me once, and
maddened me almost to the verge of murder and suicide.”
“I know it. Oh, Heaven forgive me!”
“And you must have no opportunity for repeating that experiment.
Your restraint is a real one, as you will find.”
She turned upon him a look so full of love, resignation and devotion,
as she held out both her hands and said:
“Well, I accept the restraint, Philip. I accept it. Oh, my dear husband,
how much more merciful than that other alternative of separation! for
your Marguerite tells you, Philip, that, would it come without sin, she
would rather take death from your hands than banishment. The one
great terror of her life, Philip, is of losing you by death or separation;
she could not survive the loss, Philip, for her very life lives in your
bosom. How can a widow live? Your Marguerite could not breathe
without you; while with you, from you she could accept anything—
anything. Since you do not banish her, do your will with her; you
have the right; she is your own.”
A few more words sighed out upon his bosom, to which he at last
had drawn her, and then, lifting her head, she murmured:
“And listen, dearest husband; give yourself no care or anxiety for the
safe custody of your prisoner, for she will not try to escape. It is your
command, dearest Philip, that binds me to the narrow limits of this
island, as no other earthly power could do. You know me, Philip; you
know that, were I in duress against my will, I would free myself; I
would escape, were it only to heaven or to hades! Your bond, Philip,
is not on this mortal frame, but on my heart, soul, spirit, and I should
feel its restricting power were all nature else beckoning me over the
limits you have prescribed, and all opportunities favorable to the
transgression.”
“You love me so; you say your life lives within mine, and I believe it
does, for you inhabit me, you possess me, nor can I unhouse you,
incendiary as you are—and yet you will not give me your confidence

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Teaching Criminology and Criminal

Justice: Challenges for Higher

Law and Evidence: A Primer for Criminal Justice,

Challenges for Health and Safety in Higher Education

Higher Education in Africa Challenges for Development

Cybersecurity Teaching in Higher Education Leslie F.

Criminal Justice and Criminology Research Methods Third

Developing Expertise for Teaching in Higher Education :

Active Learning Strategies in Higher Education Teaching

Good Teaching in Higher Education: Practical Tips for

“This ground-breaking text is a long overdue and invaluable resource in the

“This book is a long-awaited and a very welcome contribution to the field.

ISBN 978-3-031-14898-9 ISBN 978-3-031-14899-6 (eBook)

Cover illustration: SEAN GLADWELL\Getty Images

As editors, we are exceptionally proud of the collection, which highlights

Part I The Challenges of Diversity and Inclusion

5 Promoting Success for All in Criminology: Widening

Part II The Challenges of Creating Authentic Learning

Part III The Challenges of Creating Transformative

Ismail Azam was a sociology student at Northumbria University from

Jodie Brown was a student in criminology at Northumbria University

Victoria Humphrey graduates from the University of Lincoln in 2021

E-investigation from the University of Derby, a Post-Graduate Diploma

in Aboriginal communities. He has been active in youth work and its

interested in translation between academic and practice-based knowledge

BTEC Business and Technology Education Council

Fig. 6.1 Mock-up of a replica forum called “Elite Hacks”

Table 6.1 Project work phases 122

Addressing the Challenges in Teaching

© The Author(s), under exclusive license to Springer Nature 1

institutions offering criminology and criminal justice courses, with over

It therefore seems timely and appropriate for a text of this nature

Themes of the Edited Collection

intersection of a gendered and intersectional nature, noting the freedom

on to exploring the legal and ethical responsibilities arising from this

curriculum, which addresses the epistemological challenges of doing

UCAS. (2022). https://www.ucas.com [Accessed 1 June 2022].

K. J. Stockdale (B) · J. Brown · I. Azam

© The Author(s), under exclusive license to Springer Nature 13

issues around intersectionality, and to consider how to develop students’

Reflecting on Our Criminology Curriculum

perspectives of criminological topics which students are exposed to, as

Researching Critical Information Literacy

the content of undergraduate degree criminology programmes (Sweeney,

Staff and Student Personal Reflections

1. A sense of belonging—how the current curriculum includes and

A Sense of Belonging—How the Current

As an Asian student, witnessing and experiencing a monolith of whiteness

when coming to university, especially given the narrative of universities being

Failure to ensure that the curriculum includes content which analyses

What is therefore particularly important within criminology, as students

As a very early career academic, completing a PhD and teaching crimi-

The evidence for a critical approach to the resources around which a

As an academic librarian, I inhabit a role at the intersection of collection

evaluated, and used, commonly referred to in library research and litera-

I am a final year criminology student and I have loved studying criminology.

Reflexive Practice—How Staff and Students

studies, there is often a lack of representation of their own lived experi-