The benefits of on-site studies.

Abstract

This study examines the benefits of studying the justice system of a country both in class and in its geographical, cultural, and social setting. In-class discussions of a justice system while useful and informative provide an incomplete and sometimes abstruse understanding of the issues particularly to undergraduate students who may not have traveled abroad before. After spending sometime in London with students over the summer to study the English justice system, I contend here, based on students comments and feedback that ideally, to fully grasp the justice system of another country it is essential to spend sometime in that country. I dwell on two broad questions to form the basis of this analysis.

Introduction

Studying the justice system of several countries is daunting, more so if one has never been to those countries. An adequate understanding of the laws that govern a particular society begins with an understanding of the history and culture of that society. While one can read about the culture of a society, one can never thoroughly comprehend a culture unless one immerses oneself in it. It is presumptuous to contend that a two-week stay in a country is long enough to provide one with adequate understanding of that country's culture, however, the downside of not visiting that country at all leaves a vacuum that may sometimes be filled by ignorance, doubt, conjecture, and perhaps ethnocentrism. The saying that "traveling is like a great book and one who has not traveled has read only a page" speaks to the importance of visiting other countries so as to broaden one's horizon. In a discussion in his book on the necessity for studying other countries, Sartori (1996 p.20), makes the point that "... he who knows only one country knows none."

In order to better understand the English justice system as well as the culture, thirteen undergraduate students in the department of sociology and criminal justice and I spent two weeks in London. Besides scheduled curriculum activities which will be discussed subsequently, students were given wide latitude to explore for themselves the lifestyle of the English people. One cannot de-emphasize or minimize the usefulness of books, journal articles, slides, videos, and pictures about a country; however, it is my contention that to give a broader understanding of a society, it is also necessary that one spend some time in that society. This holds true especially for students interested in comparative studies. Grauerholz (2001, p. 44) endorses McLeod's (1996) reasoning that "good teachers understand, perhaps intuitively or unconsciously, that to achieve deep lasting learning, students need to be engaged on many levels--emotional, physical, spiritual, and cognitive." Grauerholz takes this reasoning further by asserting that a crucial method of assisting students acquire a more rounded education is for teachers to teach "holistically." She sets out the following groundwork for "holistic teaching":

(a) "promote student learning and growth on levels beyond the cognitive" (2001, p. 44). The objective here is not to limit students' knowledge to course work, but to add to their "physical, emotional, aesthetic, moral, and spiritual growth" (Miller, 1999, p. 46).

(b) "incorporate diverse methods that engage students in personal exploration and help them connect course material to their own lives" (2001, p. 44). In this regard, Grauerholz suggests that "exploratory writing (in which students explore their values and feelings) is especially useful for promoting deep learning" (2001, p. 46).

(c) "help students clarify their own values and their sense of responsibility to others and to society" (2001, p. 44). This happens as Grauerholz suggests, "when students insist that our course changed how they look at life" (2001, p.44).

This program incorporated Grauerholz's viewpoints, as well as objectives which require students' grasp of course material through observational studies. A marriage of these two philosophies in comparative studies is best achieved through on-site studies. In discussing the relevance of out-door education in Australia, Brookes (2002, p. 422), stresses the need for incorporating "more adequate conceptions of outdoor-education curriculum" into school curriculum. This is important not only for courses like tourism that entail "out-door" experiences, but also for courses that require knowledge of other peoples' way of life and their laws. One who reads about a culture and one who lives in that culture see things differently; and as Brookes (2002, p. 422), states "... the person fishing and the person canoeing see quite different rivers."

Even though England and the United States have much in common, for instance, a common language, a similar system of law--common law, variations exist in their histories, their cultures, their government, and even in their system of law. Some of the thirteen students who made the trip to England had taken a comparative justice course in which the various families of law were discussed in class simultaneously with a country that exemplified that system of law. England was the model country for common law. Many of the laws that exist in the United States had their origin in England, but because of the federal system in place in the United States, deference is given to written constitutional law (see Fairchild and Dammer, 2001, p.13). As Europe's largest city, and as the capital of the birthplace of common law, it was only fitting that we launch a study abroad program in our criminal justice department in London.

Two questions guide this paper: First, to what extent does on-site study match curriculum objectives? Second, what factors account for a successful study abroad program?

(1) To what extent does on-site study match curriculum objectives?

The study trip abroad is an elective course designed to familiarize students with a justice system other than that which obtains in the United States. The criminal justice system comprises three sub agencies--law enforcement, courts, and corrections. Material covered in textbooks on the criminal justice system, as well as on comparative justice systems around the world evolve around these three sub agencies (see for example, Schmalleger, 2006, Samaha, 2005, Fairchild and Dammer, 2001, Terrill, 1999). As such, any study of a justice system should encompass these three agencies. Included in discussions of these agencies, are discussions of issues such as juvenile justice, and victims' rights. The trip to England was designed to reflect this objective. Further, experts on comparative justice (Fairchild and Dammer, (2001), Reichel, (2002), Ebbe, (2000), emphasize certain benefits of studying the justice systems of other countries. These benefits as Fairchild and Dammer succinctly state are:

(1) "To benefit from the experiences of others": Japan for instance, is credited with having the best community policing program which is instrumental in lowering crime rates. Many countries including the United States are emulating the Japanese policing (p. 7). In England, as we noticed, the accused person sits alone in an enclosed space in the courtroom during trial, as well as when the sentence is rendered. Upon hearing the sentence, the person literally goes down in that the enclosed space is above a stair well which leads to either the prison where the convict would spend time, or to a police van waiting to transport that person to where the person would spend time. That in my opinion limits the possibility of an irate and obstreperous criminal launching an attack on the judge, or any members of the courtroom workgroup. Further, it limits the possibility of that convict acting in connivance with a member of the public to attempt to secure an escape. Others might argue that this process limits any possibility of a defendant conferring with his attorney while the case is on-going thus denying the defendant a valuable opportunity to assist in his defense.

(2) "To broaden our understanding of different cultures and approaches to problems": Due to advanced technology, and attendant globalization, trade and travel among countries is exceedingly easy. It is does necessary to understand the culture, politics, and justice system of other countries so as to avoid being ethnocentric, and getting in trouble with the law because one did not either understand the law of a different society, or one erroneously thought that one's cultural norms were applicable in another society. One cannot fully understand why certain forms of punishment exist in another society if one is not versed with the culture and laws of that society. It is only by understanding the culture and rules of criminal procedure of Saudi Arabia for instance, that one can make sense of why the punishment for a thief could be amputation of the hand (p.9).

(3) "To deal with transnational and international crimes": Transnational and international crimes can be curbed only by working with other countries. Since the terrorists attack of the United States on September 11th 2001, many countries have pledged to fight terrorism. In a similar vein, many countries are involved in efforts to curb the violence in Sudan. To effectively cooperate with other countries, there has to first be an understanding of the various systems of justice, culture, and government.

The syllabus for a comparative justice system class typically requires class discussions, tests, term papers, guest lectures, and student presentations. The study abroad program was designed to as much as possible mirror what gets covered in class and more. Activities included Jack the Ripper tour, tours to major landmarks, as well as ordinary places such as markets, diverse neighborhoods, theater to watch "blood brothers," courts, prisons, universities, and museums, including the Sherlock Holmes museum. Two trips were made to Colchester to visit the magistrate's court, as well as the University of Essex, and a women's prison. The tour guide, a retired detective with Scotland Yard, gave us insights on the workings of both the Metropolitan police and the London police. We sat in on court sessions in Bow street Magistrate Courts, The Central Criminal Court, as well as in the Magistrates Court at Colchester. A visit to the Bullwood prison entailed a guided tour of the facility by an officer, and a lecture by the Governor of the prison.

We received lectures from magistrates, professors, specialists on courts, and the Da Vinci Code, and a victims' rights advocate. Students thus had ample opportunity to discuss criminal justice issues with these professionals. Students were also instructed to engage in informal conversations with street people and anyone willing to discuss issues pertinent to the trip. The students were required to take notes, ask questions, as well as respond to questions posed by guest speakers and the instructor. They were graded based on their interests on the issues, participation in activities, discussions and knowledge of the English justice system, and a research paper. At the conclusion of the trip, students were given three weeks to write papers of no less than fifteen pages (journal style) on any issue about the English justice system with a comparative analysis to that of the United States. Students and 1 made a presentation before the rest of the students and faculty in the department on our experiences in England.

(2) What factors account for a successful study abroad trip?

Quoting Grauerholz (2001, p. 45) in explaining Csikszentmihalyi (1988), "it is the student who determines whether an activity will result in flow or simply boredom or anxiety. No activity or professor can guarantee that students will experience deep learning. What instructors can do, however, is create fertile conditions." This could not be truer. To their credit, the students' interest in the trip was apparent even before we left for London. During orientation sessions, they were prompt, attentive, and curious. Even after three orientation sessions, some of the students e-mailed me frequently or called me on the phone to discuss itinerary for the trip, their expectations, and anxieties, as well as, what to take along. It was evident that they were "pumpedup" as one of them put it. This attitude remained constant throughout our stay in England, in part because throughout our stay I maintained the role of a "facilitator" and not necessarily that of an "expert," so that they could find out things for themselves, and fall back to me when in doubt.

Despite the fact that I spend many holidays and vacations in England, I assumed a laid-back attitude so that students would feel free to independently make inquiries, to air out their opinions and observations, without any intimidation, or without me imposing my ideas and perceptions on them. It is my opinion that students learn more, retain information longer, and enjoy school work when they do not feel pressured, when they are given latitude to explore ideas for themselves, and when they can express those ideas in a congenial environment. Anderson and Carta-Falsa (2001, p. 34), surmise that "true learning occurs when one feels a sense of safety and association with others." At the end of the trip students harped on this point when they made anonymous evaluations. There was a general consensus that the trip afforded them an "experience of a lifetime" because they were able to learn more under less stressful conditions than would be the case in a conventional classroom setting. Further, students who had taken a course on comparative justice were generous with their knowledge by sharing ideas with others, and they were assured that when in doubt or in a deadlock, I would be prompt to assist. "Such partnerships" as Anderson and Carta-Falsa (2002,p.34) suggest, "permit and encourage students and instructors to take risks by becoming active, collaborative, and exploratory. Both student and instructor flourish; they may come to perceive each other as peers, and mutual acceptance is possible." That willingness to share knowledge was extended to emotional support as well. As it was the first time for most of the students to leave their families, occasional slump into nostalgia was expected. To work themselves out of this, there was group mucilage, and extracurricular activities lulled any frailty of mind. Positive feedback and validation of their hard work and the respect I showed them also provided them further incentive to cheer-up, and work hard until the end.

Besides the students' own willingness to make the trip a success, the curriculum is also instrumental to success. A well designed itinerary that encompasses course material and student interests captivates students. Scheduled activities as discussed above were diverse. Some entailed formal learning, while others required informal education. Students were given time to themselves to pursue any worthwhile activities they deemed fit. During these spare times, students took the initiative to talk with people on the streets on diverse issues on crime and justice. Ultimately, they were able to glean different vantage points. An integral part of their overall grade entailed participation in discussions. Consequently, they were motivated to air their viewpoints and to exchange ideas. As Grauerholz (2001, p. 46) suggests, "it is important to structure the assignments and reward system so that involvement is both expected and rewarded."

Conclusion

As indicated above, two primary questions formed the basis of this discussion. With regard to the first question of whether the on-site study matched curriculum objectives, it is clear that it did. Instead of an arm-chair approach to learning the justice system of another country, we immersed in the culture, observed how the police carry out their duties on the streets, attended court sessions, visited a prison, and received lectures from professionals representing the three primary branches of the English justice system. The second question relates to factors that contribute to the success of a study abroad trip. A combination of factors account for the success of the trip including students' interest in, and willingness to participate in all activities, mutual respect and rapport between the professor and the students, and, an itinerary that adequately reflects course objectives. The travel agency that took care of transportation, tickets to activities, and hotel accommodation was also instrumental to the success of the trip.

A comparative justice course requires an integrative curriculum that embodies classroom lectures and an on-site visit. Certainly, two weeks is not long enough to sufficiently assimilate a way of life other than one's own. Nonetheless it provides a practical insight of another culture. Students had ample opportunity to compare the court system, as well as the functions of police officers in England to that of the United States. Students' comments both overt and anonymous echoed a consistent theme--they were thoroughly satisfied with what they learned, and almost all, if not all of them said that the trip is the "most memorable experience" they have had. As a pioneering endeavor, certain glitches were inevitable. Much reliance was placed on some persons in England to help put together some of the activities on the itinerary. As it turned out a few of the activities were not properly arranged, hence they were cancelled and sometimes replacements were not obtainable immediately. Also, some speakers made last minute cancellations because of other pressing commitments. Be that as it may, we found other topics to discuss, as well as other things to engage in to still enrich our intellect. As a cautionary note to any one planning a study abroad trip, in order to minimize setbacks, cross check any arrangements made by a correspondent at the site of the visit. If possible, contact any persons listed as speakers to ascertain their expertise, and commitment to an assigned lecture. Have alternative plans ready, also incorporate suggested activities by students, and above all enjoy the experience. Many of the students who went on the first trip, new students, and I look forward to another opportunity to study abroad.

References

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Sartori, G. (1996). Comparing and Miscomparing. In Brown, B. E. and Macridis, R.C. (1996). Comparative Politics: Notes and Readings, 8th ed. Belmont, California: Wadsworth.

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Victoria M. Time, Old Dominion University, Virginia

Victoria M. Time, Esq., Ph.D is Associate Professor of Criminal Justice