Decolonizing Criminology: Exploring Criminal Justice Decision-Making through Strategic Use of Indigenous Literature and Scholarship

Abstract

Post-secondary institutions have been increasingly called upon to decolonize pedagogy and syllabi. Minimal research has examined decolonization efforts within criminology curricula despite such classes often exploring structural racism in discussions of the overrepresentation of Indigenous, Black, and other racialized persons in the criminal justice system. Through a content analysis of multiple written assignments – written by 25 undergraduate students enrolled in a decision-making in criminal justice class offered at a university in western Canada – this study explores how an instructor decolonized their course through the strategic use of Indigenous literature and scholarship. The results indicate a single course does not provide enough time to unravel the complex connections between colonialism and Indigenous peoples’ involvement in the justice system. Further, students have a desire to engage in difficult conversations about racism and colonialism. Take-aways for consideration by instructors and administrators working towards decolonizing curricula are discussed.

Keywords:

• Decolonization
• indigenous education
• pedagogy
• higher education
• settler-colonial studies
• anti-racism

Acknowledgements

The authors would like to respectfully acknowledge much of their work on this project was completed on the unceded, occupied, ancestral territories of the Coast Salish peoples, including the kʷikʷəƛ̓əm (Kwikwetlem), xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaɬ (Tsleil-Waututh) Nations. Michaela’s work as a research assistant on this project took place on her home territory of Haida Gwaii. We recognize the continued harm that colonialism and structural racism causes. In light of these realities, we hope to continue to learn from and work collaboratively with Indigenous peoples, Nations, and communities. We are committed to decolonizing our work and our mindset and engaging in ongoing learning and self-reflection.

The authors would also like to thank the reviewers for their constructive feedback. Danielle would like to thank the ISTLD Disrupting Colonialism through Teaching Facilitation Team, Episkenew Fellow Dr. Dolores van der Wey, Drs. Sheri Fabian and Laura D’Amico, and Steven Heiltsuk, and my colleagues in the seminar for sharing their wisdom and teachings and for creating a safe space for me to examine my complicity in colonialism and my white privilege and settler identity. I would also like to thank my CRIM 410 students who provided a welcoming space for all of us to engage in critical conversations and to learn with and from each other.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by a Disrupting Colonialism through Teaching: An Integrated Seminar Series and Grants Program administered and delivered by the Institute for the Study of Teaching and Learning in the Disciplines at Simon Fraser University.

Notes on contributors

Danielle J. Murdoch

Danielle J. Murdoch, Ph.D. is a Lecturer in the School of Criminology at Simon Fraser University where she teaches courses in corrections, decision-making in criminal justice, and women and justice. Her research focuses on correctional policy and practice and pedagogy.

Michaela M. McGuire

Michaela McGuire is a Ph.D. student in the School of Criminology at SFU. Her research interests include Haida (Nation) justice, decolonization and resurgence, identity and belonging, racism against Indigenous peoples, Indigenous governance and sovereignty, Indigenous women and corrections.