Security in the Evolution of the Criminal Justice Curriculum

Abstract

This paper explores the recent interest in expanding criminal justice and criminology through research and funding initiatives and the development of curricula in security, homeland security, and security management. Parallels and distinctions are drawn between the evolution of criminal justice and more recent extensions of the field in areas that have had varying levels of success. The popularity of security studies may be due in part, to government grants and the political rhetoric of homeland security, jobs that have opened up as well as the opportunities for research, consulting, and training brought about by the events of 9/11. Pressures on the field to legitimize the study of security issues are discussed with the conclusion that various forms of security studies will serve as a subdiscipline in criminal justice for some time.

Keywords:

• Evolution of Criminal Justice
• Emergence of Criminal Justice
• Government Funding
• Paradigm Shifts

Notes

[1] Our colleagues teaching statistics courses have frequently quoted both graduate and undergraduate criminal justice students as saying they ‘got into this major because you didn’t have to do math.’

[2] One of the authors taught an early crime analysis course and was only able to locate a ‘textbook’ that focused on hand calculating. The department, and its students, had no access to GIS programs, even though one of the major developers of such programs was less than 20 miles away and, at the time, working on a law enforcement application.

[3] This observation is based on personal communication from those involved with the ESRI program.

[4] Texas A&M’s role is a prime example of the latter. Their focus is not research or programs per se, but instead to channel funds to promising research and programs.

[5] Private communication from a Securitas Regional President.

[6] The Soviet Union launching the world’s first satellite was an unexpected blow to American’s view of their world (and space) dominance. Those in elementary and secondary schools in the months after Sputnik will remember that curricula were quickly recrafted to reflect a much stronger emphasis on mathematics and science courses, all under a vow that America would not be bested again. We use this then shocking turn of events as an analogy for the effect of 9/11 on American consciousness.