CRIM 2001 - Advanced Criminological Theory

North Terrace Campus - Semester 1 - 2022

Advanced Criminological Theory explores key theoretical insights into the various methods employed to control crime and `deviance? in contemporary society. Students will examine current forms of crime control, trace the historical lineage of these approaches, and examine the rapid evolution and deployment of technology in this space. This course considers the broader political, social and cultural influences upon crime control practices, including the possibilities for resistance. Students will critically explore various state-centric, but also private approaches to the control of crime and how these approaches merge with, and influence, our everyday lives.

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Course Details

Course Code	CRIM 2001
Course	Advanced Criminological Theory
Coordinating Unit	Sociology, Criminology and Gender Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	6 Units of Level 1 CRIM courses
Incompatible	GSSA 2113
Assessment	Critical essay (1000 word) 30%, Group presentation 20%, Individual report (3000 word) 40%, Seminar Participation 10%

Course Staff

Course Coordinator: Dr Ruthie O'Reilly

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On the successful completion of this course students will be able to:

	Understand theoretical concepts and perspectives used by sociologists and criminologists to analyse and explain crime control and surveillance practices, processes and policies.
	Critically evaluate the social impacts and resonances of crime control and surveillance in contemporary societies, with particular reference to deviance and crime.
	Understand the various reactions to crime control and surveillance practices in everyday life, particularly with regard to strategies of resistance.
	Comprehend the relational interplays between crime control, surveillance practices, monitored populations and illegal activity.
	Discern the political, economic and cultural influences responsible for the intensification of crime control and surveillance.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1,5
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2,3,4
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	2,3,4,5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	2,5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1,2,5
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	2,3

Learning Resources

Required Resources

Weekly readings

Week 01 Waking up in a surveillance society

O’Brien, M & Yar, M. (2008) Surveillance, In M. O’Brien M. Yar, M (Eds) Criminology: The Key Concepts. Routledge: Abingdon, Oxon. Pp 166-169.

Gilliom, J. & Monahan, T. (2013) SuperVision: An Introduction to the Surveillance society. Pp 1-10. Chicago: University of Chicago Press.

Week 02 Are prisons panoptic?

Foucault, M. (1977) Panopticism (an extract from Discipline and Punish: The Birth of the Modern Prison. New York: Vintage) In C. Greer (Ed.) (2010) Crime and Media: A Reader. Abingdon, Oxon: Routledge. Pp 493-505.

Smith, C. (2012) Corrections In Hayes, H. & Penzler, T. (Eds) An Introduction to Crime and Criminology. Frenches Forest, NSW: Pearson. Pp 290-302.

Week 03 Watching the neighbours: crime prevention and community safety
Boyne, R. (2000) ‘Post-Panopticism.’ Economy and Society 29(2): 285-307.

Kelly, A. and Finlayson, A., 2015. Can Facebook save Neighbourhood Watch? The Police Journal, p.0032258X15570557.

Week 04 The new penology and police surveillance

Haggerty, K. (2012) Surveillance, crime and the police. In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 235-243.

Newburn, T. (2013) Criminology. London: Routledge. 327-347
This chapter on ‘Late modernity, governmentality and risk’ not only discusses new penology (p. 345), but also gives an excellent overview of Discipline and Punish, governmentality (we return to this concept later in the course) and Garland’s Culture of Control.

Week 05 The security industry and the surveillance assemblage

Prenzler, T. and Sarre, R. (2009) The Policing Complex. In A. Graycar and P. Grabosky (Eds.) The Cambridge Handbook of Australian Criminology. Melbourne: Cambridge University Press. Pp. 52-72.

Haggerty, K. D. and Ericson, R. V. (2000), The surveillant assemblage. The British Journal of Sociology, 51: 605–622.

Week 06 Transnational crime and (in)security

Bigo, Didier (2004) ‘Global (In)security: The Field of the Professionals of Unease Management and the Ban-opticon’, in Jon Solomon and Sakai Naoki (Eds) Traces: A Multilingual Series of Cultural Theory, No. 4 (Sovereign Police, Global Complicity). Hong Kong: University of Hong Kong Press. Pp 5-49. [Extract]
The language is often complex, but try to focus on the main ideas rather than the details.

Goldsmith, A.J. (2012). Crimes across borders. In M Marmo, W de Lint & D Palmer, ed. Crime and Justice: A guide to criminology. 4th ed. Sydney, NSW: Thomson Reuters, pp. 275-302.

Week 07 Surveillance, media and crime

Doyle, A. (2011), ‘Revisiting the Synopticon: Reconsidering Mathiesen’s ‘The Viewer Society’ in the Age of Web 2.0’, Theoretical Criminology, 15: 283–99.

McCahill, M. (2012) Crime, surveillance and media. In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 244-50.

Week 08 Crime and the rise of the surveillance school

Hope, A. (2015) Governmentality and the 'selling' of school surveillance devices. The Sociological Review. 63(4), pp 840-857.

O’Malley, P. (2013) Governmentality, In McLaughlin, E. and Muncie, J. (2013) (Third edition) The Sage Dictionary of Criminology. London: Sage. Pp 208-210.

Week 09 Surveillance, power and social impacts

Coleman, R. & MacCahill, M. (2011) Surveillance & Crime. London: Sage. Pp. 111-142.

Week 10 Resistance, play and surveillance

Gilliom, J. and Monaham, T. (2012) Everyday Resistance, In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 244-50.

Marx, G. (2009). A Tack in the Shoe and Taking Off the Shoe: Neutralization and Counter-neutralization Dynamics. Surveillance and Society 6(3): 295-306.
Week 11 Criminological futures, control and bodies caught in the net

Hope, A. (In print) Biopower and school surveillance technologies 2.0. The British Journal of Sociology of Education. Pre-print version available online at http://www.tandfonline.com/doi/full/10.1080/01425692.2014.1001060#.VNlvbf6KCUk [Extract]

Trottier, D. (2014) Crowdsourcing CCTV surveillance on the Internet, Information, Communication & Society, 17:5, 609-626.

Week 12: No lectures or seminars. Complete assignment 03
Learning & Teaching Activities

Learning & Teaching Modes

Lectures will provide students with an overview of each week’s material, providing background, clarifying concepts, locating set readings within a larger context, and providing links to further resources. The aim is to provide a map that will enable students to find their bearings within each topic before they commence more independent and collaborative learning.

Seminars will provide the opportunity for more participatory learning. Each week’s seminar will discuss the set readings for the topic and explore their responses to course materials together.

The course will be structured throughout to give students maximum opportunity to share information with their peers, receive feedback, and develop their knowledge through collaboration.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Seminar Participation - 10% of overall grade.

Minor Essay – 30% of overall grade.

In Seminar Presentation – 30% of overall grade.

Major Essay – 30% of overall grade.

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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