This chapter focuses on reflective learning and how it should be used by the criminology student to make the most of his/her degree. It guides the students on how to: engage with a reflective learning approach for enhancing their higher education; identify methods for independent learning in the different levels of higher education; apply reflective learning to their employability; and consider how their personal learning journey could help future directions of study for the discipline of criminology. The chapter encourages the students to do something with their newly acquired criminological knowledge and understanding. It also suggests how the core elements of reflective learning practice can be applied to the student's independent learning and official identity as an undergraduate.
Alison Liebling, Shadd Maruna, and Lesley McAra
In this chapter, we review developments in the field of criminology since the first editors began this project, pay tribute to their efforts, and outline our vision for the new edition. We argue that British criminology has developed a unique character of its own, shaped by the backgrounds and proclivities of key individual scholars, but also by the history, culture, and organization of British universities and society. This volume constitutes a living archive—a marked step in the life narrative of our field and a celebration of its growing strengths and popularity as a subject.