Police training and education delivered by professionals and activists from outside the police field is a relatively common practice. “External” teaching can be perceived by police audiences as lacking legitimacy because of differences in professional culture, type of knowledge and skills, and background experiences. Based on a personal teaching experience to police audiences in the field of social sciences, this paper identifies several critical aspects to deal with this “externality”. The paper advocates for assuming and making good use of externality, and engaging empathetically with the variegated professional experience of police audiences. Also, it concludes that external professionals and activists in the field of social sciences need to be more conscious and critical about their own contribution to deal effectively with the “cultural gap”.
AlaggiaRLambertERegehrC (2009) Where is the justice? Parental experiences of the Canadian justice system in cases of child sexual abuse. Family Court Review47(4): 634–649.
Bartkowiak-ThéronI (2019) Research in police education: current trends. Police Practice and Research20(3): 220–224.
4.
BeckKBoniNPackerJ (1999) The use of public attitude surveys: what can they tell police managers?Policing: An International Journal of Police Strategies & Management22(2): 191–216.
5.
BelurJJohnsonS (2018) Is crime analysis at the heart of policing practice? A case study. Policing and Society28(7): 768–786.
6.
BirzerM (2002) Writing partnership between police practitioners and researchers. Police Practice and Research3(2): 149–156.
7.
BjörgoTDamenML (2020) The Making of a Police Officer: Comparative Perspectives on Police Education and Recruitment. Routledge. Routledge frontiers of criminal justice.
8.
BourdieuP (2000) Propos sur le champ politique. Presses Universitaires Lyon.
9.
BourdieuP (2003) Participant objectivation*. The Journal of the Royal Anthropological Institute9(2): 281–294.
10.
BourdieuP (2007) Sketch for a Self-Analysis. Cambridge: Polity.
11.
BowlingBReinerRSheptyckiJ (2019) The Politics of the Police. Oxford University Press.
12.
BradleyDNixonC (2009) Ending the ‘dialogue of the deaf’: evidence and policing policies and practices. An Australian case study. Police Practice and Research10(5–6): 423–435.
13.
BrayZ (2008) Ethnographic approaches. In: Della PortaDKeatingM (eds) Approaches and Methodologies in the Social Sciences: A Pluralist Perspective. Cambridge University Press, 296–315.
14.
BumbakA (2017) Dynamic Police Training. Place of publication not identified: CRC Press.
15.
CharmanS (2017) Training and education in policing. In: Police Socialisation, Identity and Culture. Springer International Publishing, 63–90.
16.
Corbo CrehanA (2019) Teaching police ethics: analysis of an increasingly complex teaching context. Police Practice and Research20(3): 300–312.
17.
CordnerG (2017) Police culture: individual and organizational differences in police officer perspectives. Policing: An International Journal of Police Strategies & Management40(1): 11–25.
18.
CordnerGShainC (2011) The changing landscape of police education and training. Police Practice and Research12(4): 281–285.
19.
CushionCJ (2018) Exploring the delivery of officer safety training: a case study. Policing: A Journal of Policy and Practice, Epub ahead of print 12 January 2018.
20.
European Union Agency for Fundamental Rights (2021) Your Rights Matter: Police Stops: Fundamental Rights Survey. Publications Office. https://doi.org/10.2811/246780 (accessed 18 October 2024).
21.
Fernandez-MontañoP (2015) Elder abuse in Spain: diagnosis and intervention. In: JagielskaKŁukasikJMPikułaNG (eds) Violence Against the Elderly: Challenges, Research, Action. Nova Printing.
22.
FlemingJ (2010) Learning to work together: police and academics. Policing4(2): 139–145.
23.
FligsteinNMcAdamD (2015) A Theory of Fields. Oxford University Press.
24.
FloodM (2011) Men as students and teachers of feminist scholarship. Men and Masculinities14(2): 135–154.
25.
FookJWhiteSGardnerF (2006) Critical reflection: a review of contemporary literature and understandings. In: WhiteSFookJGardnerF (eds) Critical Reflection in Health and Welfare. Open University Press, 3–20.
26.
GoodeJLumsdenK (2018) The McDonaldisation of police–academic partnerships: organisational and cultural barriers encountered in moving from research on police to research with police. Policing and Society28(1): 75–89.
GuyotD (1979) Bending granite: attempts to change the rank structure of American police departments. Journal of police science and administration7(3): 253–284.
29.
HaberfeldMR (2002) Critical Issues in Police Training. Prentice Hall.
30.
HeslopR (2011) Reproducing police culture in a British university: findings from an exploratory case study of police foundation degrees. Police Practice and Research12(4): 298–312.
31.
HonessR (2020) Mandatory police training: the epitome of dissatisfaction and demotivation?Policing: A Journal of Policy and Practice14(1): 191–201.
32.
HoveKVallèsL (2020) Police education in seven European countries in the framework of their police systems. In: The Making of a Police Officer: Comparative Perspectives on Police Education and Recruitment. Routledge.
33.
HueyLBuil-GilD (eds) (2024) The Crime Data Handbook. Bristol University Press.
34.
HuismanKMartinezJWilsonC (2005) Training police officers on domestic violence and racism: challenges and strategies. Violence Against Women11(6): 792–821.
35.
InnesM (2004) The appliance of science?’: the theory and practice of crime intelligence analysis. British Journal of Criminology45(1): 39–57.
36.
JacksonJBradfordBGiacomantonioC, et al. (2023) Developing core national indicators of public attitudes towards the police in Canada. Policing and Society33(3): 276–295.
37.
JaschkeH-G (2015) Police training and police studies in the EU member states: towards higher standards by coordination? In: AdenH (ed) Police Cooperation in the European Union Under the Treaty of Lisbon. Nomos, 119–132.
38.
JobardFMaillardJDE (2015) Sociologie de la police: politiques, organisations, réformes. Armand Colin. Collection U.
39.
JohnsonMP (2008) A Typology of Domestic Violence: Intimate Terrorism, Violent Resistance, and Situational Couple Violence. Northeastern University Press. The Northeastern series on gender, crime, and law.
40.
JonesM (2016) Creating the ‘thinking police officer’: exploring motivations and professional impact of Part-time higher education. Policing10(3): 232–240.
41.
KarpSStenmarkH (2011) Learning to be a police officer. Tradition and change in the training and professional lives of police officers. Police Practice and Research12(1): 4–15.
42.
KoernerSStallerMS (2021) Police training revisited—meeting the demands of conflict training in police with an alternative pedagogical approach. Policing: A Journal of Policy and Practice15(2): 927–938.
43.
LachsMSPillemerKA (2015) Elder abuse. New England Journal of Medicine373(20): 1947–1956.
44.
LauritzLEAstromENymanC, et al. (2013) Police students’ learning preferences, suitable responses from the learning environment. Policing7(2): 195–203.
45.
LienMILorentzenJ (2019) Men’s Experiences of Violence in Intimate Relationships. Springer International Publishing. Palgrave Studies in Victims and Victimology. https://doi.org/10.1007/978-3-030-03994-3 (accessed 14 December 2023).
46.
LoftusB (2008) Dominant culture interrupted: Recognition, resentment and the politics of change in an English police force. British Journal of Criminology48(6): 756–777.
47.
MacveanACoxC (2012) Police education in a university setting: emerging cultures and attitudes. Policing6(1): 16–25.
48.
MareninO (2004) Police training for democracy. Police Practice and Research5(2): 107–123.
49.
MartinSE (1991) The effectiveness of affirmative action: the case of women in policing. Justice Quarterly8(4): 489–504.
50.
MartinDWooffA (2020) Treading the front-line: Tartanization and police–academic partnerships. Policing: A Journal of Policy and Practice14(2): 325–336.
51.
MastrofskiSDWillisJJ (2010) Police organization continuity and change: into the twenty-first century. Crime and Justice39(1): 55–144.
52.
MolloyS (2022) The power of teaching police through the prism of human rights. International Journal of Public Legal Education6(1): 55–82.
53.
MosherCMietheTHartT (2011) The Mismeasure of Crime. Sage.
54.
MuirWK (1979) Police: Streetcorner Politicians. University of Chicago Press.
55.
O’ConnorCDNgJHillD, et al. (2022) Thinking about police data: analysts’ perceptions of data quality in Canadian policing. The Police Journal: Theory, Practice and Principles95(4): 637–656.
56.
O’SheaBBartkowiak-ThéronI (2019) “Being a topic expert is not sufficient”: a mixed-method analysis of teaching dynamics at the Tasmania police academy. Police Practice and Research20(3): 288–299.
57.
PagonMVirjent-NovakBDjuricM, et al. (1996) European systems of police education and training. In: PagonM (ed) Policing in Central and Eastern Europe. College of Police and Security Studies.
58.
PaolineEATerrillW (2014) Police Culture: Adapting to the Strains of the Job. Carolina Academic Press.
PatersonC (2011) Adding value? A review of the international literature on the role of higher education in police training and education. Police Practice and Research12(4): 286–297.
61.
ReicherSStottCDruryJ, et al. (2007) Knowledge-based public order policing: principles and practice. Policing1(4): 403–415.
62.
Reuss-IanniE (2011) Two Cultures of Policing: Street Cops and Management Cops. Transaction Publishers.
63.
RogersCFrevelB (eds) (2018) Higher Education and Police: An International View. Springer International Publishing.
RyanCOllisT (2023) Learning to become professional in policing: from artisan to professional. Vocations and Learning16(2): 189–205.
66.
SchaferJAVaranoSP (2017) Change in police organizations: perceptions, experiences, and the failure to launch. Journal of Contemporary Criminal Justice33(4): 392–410.
67.
SchaferJAHuebnerBMBynumTS (2006) Fear of crime and criminal victimization: gender-based contrasts. Journal of Criminal Justice34(3): 285–301.
68.
ShohelMMUddinGParker-McLeodJ, et al. (2020) Police education in the United Kingdom: challenges and future directions. In: NugmanovaMMikkolaHRozanovA, et al. (eds) Education, Human Rights and Peace in Sustainable Development.
69.
SilvestriM (2012) Women in Charge: Policing, Gender and Leadership. Routledge.
70.
SilvestriM (2017) Police culture and gender: revisiting the ‘cult of masculinity. Policing: A Journal of Policy and Practice11(3): 289–300.
71.
SkoganWG (2014) Using community surveys to study policing. In: ReisigMDKaneRJ (eds) The Oxford Handbook of Police and Policing. Oxford University Press.
72.
StallerMSKoernerS (2022) (Non-)learning to police: a framework for understanding police learning. Frontiers in Education7: 730789.
73.
StallerMSKoernerSAbrahamA, et al. (2022a) Topics, sources and applicability of coaching knowledge in police training. Frontiers in Education7: 730791.
74.
StallerMSKoernerSBennellC, et al. (2022b) Editorial: police education and training revisited: drawbacks and advances. Frontiers in Psychology13: 1045924.
TurnerERRoweM (2024) Beyond ‘police discretion’: the need for a new conceptual vocabulary. Theoretical Criminology. Online ahead of print.
77.
WinnæssPDamenM-LThomassenG (2020) Understanding learning preferences and career aspirations of Norwegian police students from a comparative perspective. In: The Making of a Police Officer. Routledge, 111–140.
78.
WoodDATongS (2009) The future of initial police training: a university perspective. International Journal of Police Science and Management11(3): 294–305.
