Case, Stephen and Hester, Richard
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This paper explores the current training of youth justice practitioners and suggests that there is now a polarisation between the teaching of youth justice in England and Wales into an unhelpful vocational-academic dichotomy. The paper traces the development of the youth justice foundation degree and identifies a need to balance criticality with ‘underpinning knowledge’ by taking seriously the process of developing learning within the work setting. The paper concludes by recommending a ‘synthesized curriculum’ which would facilitate both employer engagement and ‘academic integrity’. This curriculum in turn may contribute to the development of ‘informed practitioners’ capable of addressing the very pressing needs of youth crime and antisocial behaviour.
|Item Type:||Journal Article|
|Copyright Holders:||2010 British Journal of Community Justice|
|Funders:||Youth Justice pedagogy|
|Academic Unit/Department:||Health and Social Care > Health and Social Care|
|Interdisciplinary Research Centre:||International Centre for Comparative Criminological Research (ICCCR)|
|Depositing User:||Richard Hester|
|Date Deposited:||27 Jan 2011 11:03|
|Last Modified:||26 Oct 2012 04:42|
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