Criminology is a discipline deeply rooted in real-world issues—justice, inequality, systems of power—and those of us who teach in this space are tasked with not only preparing our students to understand these complexities, but also to confront them with empathy, rigour, and critical awareness. That’s why the ANZSOC Teaching and Learning Thematic Group is excited to foster a community of educators committed to reflective, evidence-informed teaching.
In this Q&A, the new convenors share their vision, projects, and insights for advancing criminology education across Australia and Aotearoa New Zealand. From bridging research and teaching to addressing the emotional complexity of classroom discussions, three core themes emerge: community, innovation, and reflection.
We’re hoping this group can be a meaningful link between research and teaching—helping ensure what happens in the classroom is grounded in solid evidence, while also recognising and supporting the kind of scholarship that grows out of excellent teaching.
Our work is driven by a few core aspirations. First, we want to better connect research and teaching in criminology, so that teaching is not only informed by high-quality research but also contributes to it. We’re also keen to spark more interest in teaching practice—encouraging criminologists to see pedagogy as a space for scholarship, creativity, and innovation. Finally, we’re committed to supporting educators who want to try new, inclusive, and future-focused ways of engaging students and strengthening learning in criminological education.
We’re working on a few exciting projects that aim to build stronger connections and encourage resource-sharing across the criminology education community. One of the things we’re planning is an interactive, hands-on roundtable or symposium—something in person that brings together educators, criminologists, and teaching and learning specialists to focus on practical, discipline-specific strategies that can really make a difference in the classroom.
We’re also looking into setting up a teaching and learning repository on the ANZSOC website. The idea is to create a shared space for case studies, teaching tools, and other resources that people can contribute to and draw from.
And looking ahead to the 2025 ANZSOC Conference, we’re advocating for programming that shines a spotlight on teaching—ideally including dedicated sessions and a plenary focused on innovation in criminology education.
Absolutely—and a lot of these trends are really shifting how we think about criminology as a discipline. Take AI, for example. It’s changing the way students learn and how we assess them, and we need to develop practical and ethical ways to respond to that. Then there’s the growing emphasis on work-integrated learning. While placements can be valuable, it’s important to think critically about how well they align with the values of critical criminology—or whether they sometimes pull in a different direction. And more broadly, we need to push back against the idea that our teaching is just job training. Criminology education should prepare students to think critically and engage with the bigger picture, not just slot into existing systems or accept narrow definitions of what the discipline is about.
I’m passionate about co-design—bringing students and industry into the curriculum creation process. It builds inclusivity, relevance, and mutual respect in the classroom.
In criminology, co-design supports ethical awareness, social responsibility, and critical engagement with complex topics. It transforms education from a one-way delivery of knowledge to a collaborative process.
My inspiration comes from a transformative teacher in my own past and from my students today. I focus on creating safe, inclusive, scaffolded learning environments.
My students inspire me to continually refine my teaching methods to support both their academic and personal growth.
Be mindful that criminology is emotionally and psychologically heavy. Reflective practice and professional boundaries are essential—for your own wellbeing and your students’ learning.
Criminology includes trauma at its core. Respectful, well-boundaried teaching helps us engage with it meaningfully while protecting ourselves and our students.
