Prison and university: a tale of two institutions?

For many years prisons have had a reputation as universities of crime providing novice criminals with opportunities to learn from more experienced criminals. Over the last 20 years, as prison populations have grown there has been a simultaneous expansion of university places and of courses specialising in studying crime. Academic criminology has experienced rapid growth with some suggesting that there are more students studying criminology now than sociology. There have never been more criminology courses on offer, or institutions offering them. Amidst this growth, there are indications that there are significant numbers of criminologists with more personal experiences of both crime and prison, combining experience of the Academy and its poorer relation at the opposite end of the social structure. What accompanies the transition from crime and prison to criminology and university? The instrumental relationships between prisons and criminology are notorious, long-standing and controversial, but rarely examined at the personal level. In this paper the author reflects on such an experience of prison, conducting research, studying and teaching criminology. The intention is to foster a reflexive exploration of relations, both institutional and structural as well as personal, between prison and university

Transcript of My Father\u27s Fish Company

This story is an excerpt from a longer interview that was collected as part of the Launching through the Surf: The Dory Fleet of Pacific City project. In this story, Rod Hogevoll recounts why his father, Jack Hogevoll, decided to move to Pacific City and establish a fish-buying business. Rod also describes his work in the fish market that was eventually named the Kiwanda Fish Company

The Self in Research and Other Matters: A Study of Doctoral Students' Conceptions

This study uses metaphor analysis to examine doctoral students’ conceptions obtained from their responses to an on-line survey. The conceptions examined were the conception of self in research, the conception of the PhD, the conception of knowledge, and the conception of the outcomes of research. The conceptions found were allocated to the categories of ‘organic’, ‘spatial’, explorative’ and ‘constructive’, the same categories as were used in a previous study of the students’ conceptions of research. A number of interesting relationships were found and are discussed, including the relationship of the conceptions to each other and to the demographic data obtained in the survey. Some tentative conclusions are discussed and some speculation indulged in