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5 J. Contemp. Crim. Just. ii (1989)

handle is hein.journals/jccj5 and id is 1 raw text is: ii EDITORIAL COMMENT Criminal Justice Education: In Search of a 'Home' for Teaching Like many of my colleagues, being half sociologist andhalf criminologist, I see the world a bit differently. But when it comes to teaching, I have only one place to turn to, which is in sociology. Having been a part of the growing teaching movement in sociology since the mid-1970's, I have always been interested in the development of teaching improvements and innovations. In the 1980's, teaching sociology is well established thanks to Hans Mauksch and many others. The American Sociological Association currently houses the Teaching Services Program which offers a variety of teaching resource materials and numerous teaching workshops. But the criminologist in me wonders, where is teaching in criminal justice education? In recent years, I have made several professional presentations aboutteaching during criminal justice and criminology meetings. After a while, it became a challenge to locate teaching in the criminal justice field. Where is it? Where do the teachers go to exchange ideas about what works and what does not inside the classroom? After awhile, I began to realize the teaching movement in sociology was not happening in other fields. It certainly was not happening in and around criminal justice educators. Two years ago, I had a nice, long discussion with George Rush. That talk resulted in this special issue, Criminal Justice Education Trends and Strategies: Year 2000. It occurred tome after several discussions with colleagues that not much has been accomplished since Ward and Webb's Quest for Quality. Interestingly enough, Ward and Webb (1984:16) state: In the Joint Commission's view, criminal justice education can now be characterized as a teaching field. Too few faculty and programs have placed an adequate emphasis on research. They seem to emphasize the need to build a body of knowledge but to the neglect of teaching. Has the pendulum swung too far? Thus, it appears that most have been too busy legitimizing criminal justice as an academic field by focusing on research; meanwhile where has teaching gone? Beyond the deadline for manuscripts, I have received numerous calls asking me where else can they publish an article on teaching criminal justice. Frustratingly, I answered, I don't know. There is no such forum. As I became more involved in editing this special issue, ithas become increasingly apparent that there is no home which serves as a viable outlet for criminal justice educators to share and exchange ideas and innovations in teaching. The five papers assembled here focus on a variety of recent issues and innovations in teaching criminal justice. Many of the authors are in

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