The current status of Comparative Policing in the curriculum

This article reviews the current status of Comparative Policing in the criminology/criminal justice curriculum. In particular, it examines why comparative policing is important but is marginalized in typical American criminology/criminal justice departments. Seven principal difficulties with teaching comparative policing are identified and a like number of suggestions for improving the delivery of this type of course are offered.

The author would like to thank Natasha J. Cabrera, Otwin Marenin, and William McDonald for their helpful comments and criticisms. Points of view are those of the author and do not necessarily represent the views of the National Institute of Justice nor the U.S. Department of Justice.

The author would like to thank Natasha J. Cabrera, Otwin Marenin, and William McDonald for their helpful comments and criticisms. Points of view are those of the author and do not necessarily represent the views of the National Institute of Justice nor the U.S. Department of Justice.

Notes

The author would like to thank Natasha J. Cabrera, Otwin Marenin, and William McDonald for their helpful comments and criticisms. Points of view are those of the author and do not necessarily represent the views of the National Institute of Justice nor the U.S. Department of Justice.