Using films to teach criminological theories in Indian higher education is effective and engaging, with students benefiting from guidance and diverse film options.
Author
Shankey Verma, Assistant Professor, Jindal Institute of Behavioural Sciences, O.P. Jindal Global University, Sonipat, Haryana, India
Summary
Films are widely being used to teach criminology to higher education students. However, limited research exists on the effectiveness of films in teaching criminological theories in India. This study examines the effectiveness of films in teaching criminological theories to students of a northern Indian higher education institution.
A mixed-methods approach involving analysis of assignments and a survey to assess students’ perceptions of the film analysis assignment was utilized. Results showed students chose a variety of films and employed several criminological theories. The quantitative analysis indicated students found the assignment engaging and effective in enhancing understanding of criminological theories.
The qualitative analysis revealed three themes: (i) positive aspects of the assignment, (ii) challenges faced, and (iii) suggestions for improvement. Teaching criminological theories can be more effective if instructors offer time management guidance, incorporate a range of films in the curriculum, use diverse media formats, and perform subsequent iterations of the assignment.
Published in: Journal of Criminal Justice Education
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