1. On completion of this module, you will be able to develop critical reflection on the nature, linkages and accountabilities of key roles in the criminal justice process, critically linking taught and academic content to a real-world praxis
Learning
Application

2. On completion of this module, you will be able to show an ability to work effectively as an individual and as part of a team in a manner that is alert to statutory frameworks and particularly, anti-discriminatory practice considering their own and others practice in light of framing legislation, but particularly the Equalities Act both as an individual and as part of a wider team.
Communication
Knowledge and Understanding
Problem Solving
Application

3. On completion of this module, you will be able to show and appreciate how notions of justice, diversity and equality are contested and complex, but impact on criminal justice in both policy and practice and demonstrate in writing that that you can understand the influences the micro-meso-macro of praxis and critically assess how trends such as privatisation, risk management and partnership working work (or do not work) in application.
Application

4. On completion of this module, you will be able to demonstrate how you have met the learning objectives 1-3 above in a piece of reflective written work that considers your practice as a worker in the criminal justice system, be it in a voluntary or paid capacity.
Reflection

1. Prepare an independent and original piece of critical reflection on a selected aspect of the criminal justice process and your place within it as volunteer or worker or researcher (4,000 words)

The assessment will assess students’ achievement of all four learning outcomes.

Working in Criminal Justice seeks to provide a forum for participants to debate and consider contemporary issues in the delivery of criminal justice policy and practice reflexively within their historical, social and political context. With the help of a theoretical framework that stresses reflexive and participatory learning, all participants are required to find a paid or voluntary setting where then can work in a field linked to the delivery of criminal justice (as broadly understood). This might be the participants current working role or may involve finding and undertaking voluntary work (drug work, domestic violence, victims, youth justice, where students will be expected to use at a minimum, half of their independent study time.

This module will give participants a unique opportunity to work alongside practitioners from a range of criminal justice agencies and related organisations in the public, private and/or third sectors. Students can apply for one of the existing placements or arrange their own in conjunction with the module leader. Alternatively, those coming from practitioner backgrounds will directly be able to consider their working environment in a more academic manner and structured manner.

Participants will undertake blended learning activities framed by notions of justice, diversity and equality, where we will examine age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity (the protected characteristics) and how these may impact on individuals and the working practices of the criminal justice system. In doing so, students will begin to consider how in ideology and praxis the criminal justice process and system in its various guises deals with issues of individual identity and diversity.

• 4 x 1-hour lectures at the beginning of the module for teaching and placement preparation
• 60 hours spent in the workplace over 8 weeks
• Week 31 x 2 hour placement debrief and assessment preparation

This module is supported by the virtual learning environment (Blackboard), which allows students to access learning materials remotely, participate in discussion boards and webinars, and access lists of recommended readings. The vast majority of the latter are available through the Library in electronic form and can be retrieved remotely.

Students undertaking the Criminal Justice Placement/Project are supported by an on-site supervisor in the corresponding agency and by an academic supervisor on campus.

• Anonymous (2018) The Secret Barrister: Stories of the Law and How It's Broken, London: Macmillan
• Bennett, J and Crewe, B., and Wahidin, A. (2007) Understanding Prison Staff, Devon: Willan
• Bennett, J (2015) The Working Lives of Prison Managers: Global Change, Local Culture and Individual Agency in the Late Modern Prison, Hampshire, Palgrave MacMillan.
• Cooper, V. and Whyte, D. (2017) The Violence of Austerity, London: Pluto Press
• Farrow, K, Kelly, G and Wilkinson, B. (2007) Offenders in Focus; Risk, Responsivity and Diversity, Bristol, Policy Press
• Fielding, N (2018) Professionalizing the Police: The Unfulfilled Promise of Police Training, Claredon: Oxford.
• Haines, K and Case, S (2015) Positive youth justice, Bristol: Policy Press
• Loftus, B. (2012) Police Culture in a changing World, Oxford: Claredon
• Ragonese, E., Rees, A., Ives, J., Dray, T. (2015). The Routledge Guide to Working in Criminal Justice: Employability skills and careers in the Criminal Justice sector, London: Routledge
• Reiner, R. (2007). Law and Order: An Honest Citizen’s Guide to Crime and Control, Cambridge: Polity.
• Reiner, R (2010) The Politics of the Police, Oxford, Oxford University Press
• Souhami, A (2012). Transforming Youth Justice, Devon: Willan
• Stout, B., Yates, J., and Williams, B. (eds) Applied Criminology, London, Sage
• Tomczak, P (2018) The Penal Voluntary Sector, London: Routledge

• The library
• PCs with standard suite of University software providing access to e-mail, the internet, word processing, etc.
• Lecture rooms with access for disabled students, and suitable for group work
• The Blackboard virtual learning environment
• Full text journals database for Criminology (Sage)

Working in Criminal Justice seeks to provide a forum for participants to debate and consider contemporary issues in the delivery of criminal justice policy and practice reflexively within their historical, social and political context. With the help of a theoretical framework that stresses reflexive and participatory learning, all participants are required to find a paid or voluntary setting where then can work in a field linked to the delivery of criminal justice (as broadly understood). This might be the participants current working role or may involve finding and undertaking voluntary work (drug work, domestic violence, victims, youth justice, where students will be expected to use at a minimum, half of their independent study time.

This module will give participants a unique opportunity to work alongside practitioners from a range of criminal justice agencies and related organisations in the public, private and/or third sectors. Students can apply for one of the existing placements or arrange their own in conjunction with the module leader. Alternatively, those coming from practitioner backgrounds will directly be able to consider their working environment in a more academic manner and structured manner.

Participants will undertake blended learning activities framed by notions of justice, diversity and equality, where we will examine age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership and pregnancy and maternity (the protected characteristics) and how these may impact on individuals and the working practices of the criminal justice system. In doing so, students will begin to consider how in ideology and praxis the criminal justice process and system in its various guises deals with issues of individual identity and diversity.