Criminology picks up the gauntlet: responses to the Whole Earth exhibition

Book chapter


Hallenberg, K. and Tennant, M. 2016. Criminology picks up the gauntlet: responses to the Whole Earth exhibition. in: Woodfield, K. (ed.) Inspire – Teaching and Learning in the Social Sciences HEA.
AuthorsHallenberg, K. and Tennant, M.
EditorsWoodfield, K.
Abstract

The Whole Earth? exhibition (http://www.hardrainproject.com/) currently hosted by several institutions of higher learning in the UK, Scandinavia and Australia, including Canterbury Christ Church University. The exhibition comprises of over 60 meters of images and text, reflecting on the consequences of our unsustainable living practices but crucially also seeks solutions and ways to enact positive change by issuing ‘university challenges’ relating to various disciplines. Criminology/criminal justice, while not mentioned by name in the exhibition challenges, includes various theoretical approaches (e.g. critical criminology, zemiology, green criminology and public criminology) with clear sustainability links. More broadly, issues of inequality and injustice (and ways of addressing them) can be linked to the four areas of environmental, social, economic and cultural sustainability (UNESCO, 2005). Indeed, Agyeman and colleagues (2003: 3) note how “justice and sustainability are intimately linked and mutually interdependent, certainly at the problem level and increasingly at the solution level.”

The project seeks to facilitate responses to the Whole Earth? exhibition hopefully moving toward concrete actions and behaviours. The more direct approach involves various reflective activities and focus groups, using the exhibition as a key stimulus to thinking about criminology/criminal justice links to sustainability and what the discipline and its students, both as a group and individually, can and should do. The ‘photo blogging’ activity allows students to draw the connections to their local context and encourages them to develop a ‘critical lens’ through which to view the issues of (in)justice and (in)sustainability in their own communities. This is particularly important as the exhibition images and text focus mostly on the developing world, the photo blogging

The project adheres to and seeks to further Education for Sustainable Development approaches and principles (UNESCO, 2004; HEA/QAA, 2014). It is explicitly values-driven and collaborative (students as co-authors of any dissemination of results). It is authentic (i.e. relating to real-world issues and experiences) and locally relevant, facilitating interdisciplinary thinking and critical problem-solving. The project also provides an opportunity for experiential learning (particularly through photo blogging) and greater engagement of students with their local communities. This both links to and expands the formal curriculum and in so doing encourages critical reflection on sustainability and justice (ibid, Cotton & Winter, 2010; Willmore & Tweddell, 2014). The hoped for long-term impacts include increased awareness of sustainability and justice among students that will hopefully last beyond the University as well as assist in on-going efforts to embed sustainability into the curriculum.

Year2016
Book titleInspire – Teaching and Learning in the Social Sciences
PublisherHEA
Output statusPublished
Publication process dates
Deposited18 May 2016
Accepted01 Feb 2016
Official URLhttp://inspiringsocsci.pressbooks.com/chapter/criminology-picks-up-the-gauntlet-responses-to-the-whole-earth-exhibition/
Related URLhttp://inspiringsocsci.pressbooks.com/
Accepted author manuscript
Permalink -

https://repository.canterbury.ac.uk/item/87v6q/criminology-picks-up-the-gauntlet-responses-to-the-whole-earth-exhibition

Download files


Accepted author manuscript
  • 57
    total views
  • 27
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

This is not a drill: scoping police and partnership preparedness for the consequences of climate change
Lydon, D., Hallenberg, K. and Kapageorgiadou, V. 2023. This is not a drill: scoping police and partnership preparedness for the consequences of climate change.
Social and environmental justice for a sustainable future
Hallenberg, K., Maclean, A., Consorte-McCrea, A., Ali, Z., Makinde, M. and Martin, E. 2023. Social and environmental justice for a sustainable future.
"It's just some numbers": Awareness of far-right tattoos
Hallenberg, K. and Blackburn, B. 2022. "It's just some numbers": Awareness of far-right tattoos.
This is not a drill: police preparedness for climate emergency
Hallenberg, K., Lydon, D. and Kapageorgiadou, V. 2022. This is not a drill: police preparedness for climate emergency. Policing Insight.
This is not a drill: police preparedness for climate emergency: summary report of a scoping study
Hallenberg, K., Lydon, D. and Kapageorgiadou, V. 2022. This is not a drill: police preparedness for climate emergency: summary report of a scoping study. Canterbury Christ Church University.
Unpacking the Blue Box: structure, control and education in policing
Cockcroft, T. and Hallenberg, K. 2021. Unpacking the Blue Box: structure, control and education in policing. Policing and Society. 32 (9), pp. 1146-1165. https://doi.org/10.1080/10439463.2021.2016755
Authority, legitimacy and limits – who shapes police education? Reflections from England
Hallenberg, K. 2021. Authority, legitimacy and limits – who shapes police education? Reflections from England.
Still Here and Still Queer: LGBTQIA+ Staff Network in time of pandemic
Hallenberg, K., Digby-Bowl, C., Dainton, M. and Sanders, H. 2021. Still Here and Still Queer: LGBTQIA+ Staff Network in time of pandemic.
Crime, harm, and climate change nexus
Hallenberg, K. 2021. Crime, harm, and climate change nexus. in: Leal Filho, W., Azul, A.M., Brandli, L., Lange Salvia, A., Özuyar, P.G. and Wall, T. (ed.) Peace, Justice and Strong Institutions Cham Springer.
Police professionalisation: Some structural, cultural and pedagogic issues
Hallenberg, K. and Cockcroft, T. 2019. Police professionalisation: Some structural, cultural and pedagogic issues.
The pain of others: photographs, the prison and suffering
Tennant, M. 2018. The pain of others: photographs, the prison and suffering.
The university and the prison: an update on constructing heritage at Canterbury
Tennant, M. 2018. The university and the prison: an update on constructing heritage at Canterbury.
Prison history and the ethics of public engagement
Tennant, M. 2018. Prison history and the ethics of public engagement.
From darkness to light: portrait pictures in the Bảo Tàng Côn Đảo Museum
Tennant, M. 2018. From darkness to light: portrait pictures in the Bảo Tàng Côn Đảo Museum. in: Sophie Fuggle, Charles Fox, Charles Forsdick, Katharina Massing (ed.) A Poetics of Space: Images of Côn Đảo London Pavement Books. pp. 25-28
The Police that never was: Peel, Melbourne and the Cheshire Constabulary, 1829-1856
Tennant, M. 2017. The Police that never was: Peel, Melbourne and the Cheshire Constabulary, 1829-1856.
Challenging the penal present: developing and representing a critical history of the prison
Tennant, M. 2017. Challenging the penal present: developing and representing a critical history of the prison.
A critical history of the prison: using the past to challenge the present
Tennant, M. 2017. A critical history of the prison: using the past to challenge the present.
"There is a crack in everything; it's where the light gets in": some reflections on producing ethical prison heritage
Tennant, M. 2017. "There is a crack in everything; it's where the light gets in": some reflections on producing ethical prison heritage.
“That‘s that effing degree!“ – organisational responses to officers engaging in higher education
Hallenberg, K. and Cockcroft, T. 2017. “That‘s that effing degree!“ – organisational responses to officers engaging in higher education.
From indifference to hostility – organisational responses to graduate officers
Cockcroft, T. and Hallenberg, K. 2016. From indifference to hostility – organisational responses to graduate officers.
Penal heritage: approaches to interpretation
Tennant, M. 2017. Penal heritage: approaches to interpretation.
Education and the police professionalisation agenda: a perspective from England and Wales
Tong, S. and Hallenberg, K. 2017. Education and the police professionalisation agenda: a perspective from England and Wales. in: Rogers, C. and Frevel, B. (ed.) Higher Police Education: An international perspective Springer.
Beyond criminal justice: connecting justice and sustainability
Hallenberg, K. and Haddow, C. 2016. Beyond criminal justice: connecting justice and sustainability. The Law Teacher. 50 (3), pp. 352-370. https://doi.org/10.1080/03069400.2016.1262985
From indifference to hostility: police sfficers, organisational responses and the symbolic value of ‘in-service’ higher education in policing
Hallenberg, K. and Cockcroft, T. 2017. From indifference to hostility: police sfficers, organisational responses and the symbolic value of ‘in-service’ higher education in policing. Policing: A Journal of Policy and Practice. https://doi.org/10.1093/police/paw055
Theorising police professionalisation and academic education
Hallenberg, K. 2013. Theorising police professionalisation and academic education.
Beyond crime: justice and sustainability in the classroom and community
Hallenberg, K. and Haddow, C. 2015. Beyond crime: justice and sustainability in the classroom and community.
Criminology picks up the gauntlet: responses to the Whole Earth exhibition
Hallenberg, K. and Tennant, M. 2015. Criminology picks up the gauntlet: responses to the Whole Earth exhibition.
Opinion piece: on sustainability
Hallenberg, K. 2015. Opinion piece: on sustainability. in: Lea, J. (ed.) Enhancing Learning and Teaching in Higher Education: Engaging with the Dimensions of Practice McGraw Hill Education.
Fields of struggle: a Bourdieusian analysis of conflicts over criminal justice in England, c. 1820-1850
Tennant, M. 2014. Fields of struggle: a Bourdieusian analysis of conflicts over criminal justice in England, c. 1820-1850. Social History. 39 (1), pp. 36-55. https://doi.org/10.1080/03071022.2013.875712
Leading sustainability in higher education
Hallenberg, K. 2016. Leading sustainability in higher education.
The ancient concept of restitution: An historical analysis of restorative practices of punishment in England
Tennant, M. 2015. The ancient concept of restitution: An historical analysis of restorative practices of punishment in England.
Watching the detectives: researching investigative practice
Hallenberg, K., O'Neill, M. and Tong, S. 2015. Watching the detectives: researching investigative practice. in: Brunger, M., Tong, S. and Martin, D. (ed.) Introduction to Policing Research: Taking Lessons From Practice London Routledge. pp. 101-117
Scholarly detectives: Police professionalisation via academic education
Hallenberg, K. 2012. Scholarly detectives: Police professionalisation via academic education. PhD Thesis The University of Manchester School of Law
Police and higher education
Hallenberg, K. and Cockcroft, T. 2014. Police and higher education. Canterbury Canterbury Christ Church University.
Benefits and challenges of academic police education
Hallenberg, K. 2016. Benefits and challenges of academic police education. in: Phillips, S. (ed.) Change and Reform in Law Enforcement: Old and New Efforts from Across the Globe IPES. pp. 3-26