CRIM 2001 - Controlling Crime

North Terrace Campus - Semester 2 - 2020

This course explores key theoretical and empirical observations about the way that crime and deviance is controlled in modern society. Students will examine a variety of contemporary forms of crime control, and trace the historical lineage of the various approaches. This course takes as its starting point the theories and concepts prominent in penology, surveillance and policing studies, but also considers the broader political and economic pressures surrounding crime control practices, including the possibilities for resistance. Students will critically explore various state-centric, but also private approaches to control of crime as well as the more mundane elements of everyday life. Students will examine the increasingly significant role of technology in this space.

Open All

Course Details

Course Code	CRIM 2001
Course	Controlling Crime
Coordinating Unit	Sociology, Criminology and Gender Studies
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	6 Units of Level 1 CRIM courses
Incompatible	GSSA 2113
Assessment	Critical essay (1000 word) 30%, Group presentation 20%, Individual report (3000 word) 40%, Seminar Participation 10%

Course Staff

Course Coordinator: Dr Ruthie O'Reilly

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

On the successful completion of this course students will be able to:

	Understand theoretical concepts and perspectives used by sociologists and criminologists to analyse and explain surveillance practices, processes and policies.
	Critically evaluate the social impacts and resonances of surveillance in contemporary societies, with particular reference to deviance and crime.
	Understand the various reactions to surveillance practices in everyday life, particularly with regard to strategies of resistance.
	Comprehend the relational interplays between surveillance practices, monitored populations and illegal activity.
	Discern the political, economic and cultural influences responsible for the intensification of surveillance.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1,5
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2,3,4
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	2,3,4,5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	2,5
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1,2,5
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	2,3

Learning Resources

Required Resources

Weekly readings

Week 01 Waking up in a surveillance society

O’Brien, M & Yar, M. (2008) Surveillance, In M. O’Brien M. Yar, M (Eds) Criminology: The Key Concepts. Routledge: Abingdon, Oxon. Pp 166-169.

Gilliom, J. & Monahan, T. (2013) SuperVision: An Introduction to the Surveillance society. Pp 1-10. Chicago: University of Chicago Press.

Week 02 Are prisons panoptic?

Foucault, M. (1977) Panopticism (an extract from Discipline and Punish: The Birth of the Modern Prison. New York: Vintage) In C. Greer (Ed.) (2010) Crime and Media: A Reader. Abingdon, Oxon: Routledge. Pp 493-505.

Smith, C. (2012) Corrections In Hayes, H. & Penzler, T. (Eds) An Introduction to Crime and Criminology. Frenches Forest, NSW: Pearson. Pp 290-302.

Week 03 Watching the neighbours: crime prevention and community safety
Boyne, R. (2000) ‘Post-Panopticism.’ Economy and Society 29(2): 285-307.

Kelly, A. and Finlayson, A., 2015. Can Facebook save Neighbourhood Watch? The Police Journal, p.0032258X15570557.

Week 04 The new penology and police surveillance

Haggerty, K. (2012) Surveillance, crime and the police. In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 235-243.

Newburn, T. (2013) Criminology. London: Routledge. 327-347
This chapter on ‘Late modernity, governmentality and risk’ not only discusses new penology (p. 345), but also gives an excellent overview of Discipline and Punish, governmentality (we return to this concept later in the course) and Garland’s Culture of Control.

Week 05 The security industry and the surveillance assemblage

Prenzler, T. and Sarre, R. (2009) The Policing Complex. In A. Graycar and P. Grabosky (Eds.) The Cambridge Handbook of Australian Criminology. Melbourne: Cambridge University Press. Pp. 52-72.

Haggerty, K. D. and Ericson, R. V. (2000), The surveillant assemblage. The British Journal of Sociology, 51: 605–622.

Week 06 Transnational crime and (in)security

Bigo, Didier (2004) ‘Global (In)security: The Field of the Professionals of Unease Management and the Ban-opticon’, in Jon Solomon and Sakai Naoki (Eds) Traces: A Multilingual Series of Cultural Theory, No. 4 (Sovereign Police, Global Complicity). Hong Kong: University of Hong Kong Press. Pp 5-49. [Extract]
The language is often complex, but try to focus on the main ideas rather than the details.

Goldsmith, A.J. (2012). Crimes across borders. In M Marmo, W de Lint & D Palmer, ed. Crime and Justice: A guide to criminology. 4th ed. Sydney, NSW: Thomson Reuters, pp. 275-302.

Week 07 Surveillance, media and crime

Doyle, A. (2011), ‘Revisiting the Synopticon: Reconsidering Mathiesen’s ‘The Viewer Society’ in the Age of Web 2.0’, Theoretical Criminology, 15: 283–99.

McCahill, M. (2012) Crime, surveillance and media. In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 244-50.

Week 08 Crime and the rise of the surveillance school

Hope, A. (2015) Governmentality and the 'selling' of school surveillance devices. The Sociological Review. 63(4), pp 840-857.

O’Malley, P. (2013) Governmentality, In McLaughlin, E. and Muncie, J. (2013) (Third edition) The Sage Dictionary of Criminology. London: Sage. Pp 208-210.

Week 09 Surveillance, power and social impacts

Coleman, R. & MacCahill, M. (2011) Surveillance & Crime. London: Sage. Pp. 111-142.

Week 10 Resistance, play and surveillance

Gilliom, J. and Monaham, T. (2012) Everyday Resistance, In K. Ball, K. Haggerty & D. Lyon (Eds.) Routledge Handbook of Surveillance Studies. New York: Routledge. Pp 244-50.

Marx, G. (2009). A Tack in the Shoe and Taking Off the Shoe: Neutralization and Counter-neutralization Dynamics. Surveillance and Society 6(3): 295-306.
Week 11 Criminological futures, control and bodies caught in the net

Hope, A. (In print) Biopower and school surveillance technologies 2.0. The British Journal of Sociology of Education. Pre-print version available online at http://www.tandfonline.com/doi/full/10.1080/01425692.2014.1001060#.VNlvbf6KCUk [Extract]

Trottier, D. (2014) Crowdsourcing CCTV surveillance on the Internet, Information, Communication & Society, 17:5, 609-626.

Week 12: No lectures or seminars. Complete assignment 03

Learning & Teaching Modes

No information currently available.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

WORKLOAD	TOTAL HOURS
1 x 1 hour lecture per week (x 12)	12 hours
1 x 2 hour seminar per week (x 12)	24 hours
1 x 4 hours reading (x 12)	48 hours
1 x 3 hours research per week (x 12)	36 hours
1 x 3 hours assignment preparation each week (x 12)	36 hours
	Total = 156 hours

Learning Activities Summary

Week	Lecture Topic	Key Concepts
1	Waking up in a surveillance society	Care and control Surveillance 2.0
2	Are prisons panoptic?	Panopticism
3*	Watching the neighbours: crime prevention and community safety	Post-panopticism Culture of control
4	The new penology and police surveillance	The new penology Risk Dataveillance
5*	The security industry and the surveillance assemblage	Surveillance assemblage Big data Data doubles
6	Transnational crime and (in)security	The ban-opticon
7	Surveillance, media and crime	Synopticism
8	Crime and the rise of the surveillance school	Governmentality
9	Surveillance, power and social impacts	New surveillance Power Light Touch surveillance
10	Resistance, play and surveillance	Resistance Sousveillance
11*	Criminological futures, social control and bodies caught in the net	Biopower Surveillance creep Panspectron
12	No lecture Focus on assignment 03.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

1 1000 word essay (30%)

2 Group Project Presentation (20%)

3 3000 word individual report (40%)

4 Seminar Participation (10%)

Assessment Detail

Assignment 1: Short essay - 30% weighting.

This assignment is a short essay of 1000 words.

Assignment 2: Group presentation - 20% weighting.

Group Presentations will occur in the regularly timetabled seminar slots. Each group will present for 10-12 minutes.
Each member of the group must take part in the presentation. The group will be given a single combined mark for their presentation.

Assignment 3: Individual Report - 40% weighting.

Individual written report of 3000 words in length.

Assignment 4: Seminar Participation - 10% weighting.

Students are required to attend and actively participate in weekly seminars.

Submission

All assignments are to be submitted online via MyUni.

For instructions on submitting your assignment file to MyUni for marking, please see http://www.adelaide.edu.au/myuni/tutorials/content/Assignment_-_Submit_an_Assignment__as_a_student_.html
For more assistance on submitting your assignment file to MyUni, please telephone the Service Desk on 831 33000, 9 am – 5 pm, Monday to Friday or email servicedesk@adelaide.edu.au

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator