Teaching Justice encourages teachers and students to examine the different relationships they share in learning about criminal and social justice. It promotes the value of critical thinking in addressing justice-related themes as well as pursuing a more just and ethical future. The different roles of the teacher as scholar, communicator, mentor, philosopher, and artist are explored in depth. In addition, each chapter includes "Suggestions for the Classroom," which offer a variety of activities and assignments designed to stimulate thinking and discussion among students.
"Teaching Justice invites criminal justice educators to pause for a moment--and then to engage in a conversation with the authors . . . Authentic and accessible, this is a volume that all present and future teachers in our discipline should read--and then keep close by to consult regularly."
--Francis T. Cullen, University of Cincinnati
"Teaching Justice by Braswell and Whitehead will inspire students to stop and think about the consequences of their decisions, and will help them find their moral compass."
--Edward J. Latessa, University of Cincinnati
"This book is both . . . theoretical and deeply personal . . . It is honest, reflective and nurturing. It covers the compass from high-minded ideals to practical suggestions for the classroom."
--Michael DeValve, Bridgewater State University
"In this age of fake news and outright lies, questions of justice must be part of our classroom discussion. Teaching Justice does just that, raising intriguing issues and stimulating analysis. . . This book should be read by all instructors and students . . . "
--Gennaro F. Vito, University of Louisville
"Teaching Justice is one of the most innovative books on pedagogy that I have ever read. It should be mandatory reading for every criminal justice instructor, and it is destined to become a classic in the field of the scholarship of teaching and learning."
--Walter S. DeKeseredy, University of West Virginia
From the Foreword:
"This is a unique book . . . The chapters serve as springboards for discussion to help young professionals figure out how to balance departmental demands and their own teaching goals."
--Joycelyn Pollock, Texas State University
