| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Explanations of Crime |
| Unit ID: | CRJUS1287 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ATSGC1283 and CRJUS1283) |
| ASCED: | 099903 |
| Other Change: | |
| Brief description of the Unit |
This unit introduces students to the history and transition of criminological thought and the emergence and development of key perspectives and theories of criminal justice. Students will discuss, analyse and evaluate the diverse and competing interpretations of a criminal act; the nature and basis of social and community attitudes to crime; why particular communities fear certain crimes; the causes and consequences of crime; and the relationship between crime and other forms of deviance. The community in regional, rural, urban, national and international contexts are used as focal points of this analysis. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify and appraise key theoretical underpinnings of the study of crime and the criminal actors in the Criminal Justice system. |
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| K2. | Identify and analyse a range of contemporary criminal justice issues, considering key debates, issues and perspectives of the causes of crime. |
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| K3. | Examine the array of explanations of crime and their prominence and use in current understandings of crime. |
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| K4. | Identify key concepts pertaining to explanations of crime. |
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| Skills: |
| S1. | Analyse diverse theories of crime causation, with a particular focus on contemporary scholarly research. |
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| S2. | Express substantiated and reasoned expositions and arguments concerning the cause and effects of crime in either an Australian or an international context. |
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| S3. | Summarise relevant key themes, issues and debates. |
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| Application of knowledge and skills: |
| A1. | Apply skills in critical thinking to key debates concerning criminal behaviours and societal responses. |
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| A2. | Utilise and integrate relevant conceptual frameworks in analysing the diversity of explanations for different types of offending behaviour. |
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| A3. | Identify links and tensions between issues, debates, concepts and perspectives. |
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| Unit Content: |
Topics may include:
1. Introduction to Explanations of Crime
2. The Study of Crime: What is Theory
3. Classical and Neoclassical Theories
4. Biological Explanations
5. Psychological Explanations
6. Strain Theory
7. Differential Association and Labelling Theories
8. Social Conflict: Marxist and Feminist
9. New Right Criminology and Left Realism
10. Republican Theory Restorative Justice
11. Emerging Theories: Critical Criminology, Southern Criminology, Rural Criminology |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K4 | Multiple choice quizzes consisting of questions based on lectures and readings | Online Quizzes | 10-20% | | 2. | K1, K2, K4, S2, S3, A1, A2, A3 | Comparative analysis of Classical versus Positivist theories of crime | Essay | 20-30% | | 3. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Apply two relevant theories from weeks 4-10 (only) to explain a chosen crime event | Case study essay | 30-40% | | 4. | K1, S1, S2, A2 | Periodic reflections on personal theory preferences in accordance with key learnings | Reflective activity | 10-20% |
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