Are structurally disadvantaged Australian groups punished differently to dominant groups. If so, how? If not, should they be punished differently in light of their structural circumstances?
Reference; 12-15 Scholarly references
1500 words
Harvard Style Referencing
Details
The essay is an opportunity for students to undertake independent research and to develop their written commu- nication skills. The purpose of this task is to read widely and establish links between theories of punishment and practical policy developments in criminal justice, applying insights from the unit content on social analysis and philosophy of punishment. More importantly, the essay topics provide you with the opportunity to think through the issues for yourself rather than reiterating the established knowledge. Marks will be awarded for research, argu- ment and critical engagementse material, as well as creative conceptualisations or independent thought.
ESSAY QUESTION below
Indigenous Australians are still tremendously over-represented in the Australian prison system. Australian Bureau of Statistics (ABS) data also demonstrates that women’s imprisonment rate, between 2005 and 2015, has increased by more than 50% (much more rapidly than men’s imprisonment rates). Focusing on Indigenous Australians, women, or Indigenous women (looking at the intersections of race and gender), consider whether structurally disadvantaged groups are punished differently to dominant groups. If so, how? If not, should they be punished differently in light of their structural circumstances?
Marking Criteria:
In assessing written work, academic staff look for demonstrated effort and abilities in the following areas:
Content
- extent of reading
- accuracy of knowledge
- breadth and depth of knowledge
- relevance of information
- sufficiency of evidence and documentation
Understanding
- understanding of problem or project
- judgment of significance of material
- awareness/understanding of different arguments in reading
- recognition of implications of evidence
- ability to think critically
- grasp of relevant theory
Independence
- judgment and initiative in readings and research
- originality in use and interpretation of evidence
- development of argument
- independence in use of concepts and language
Style
- correctness of grammar and scholarly documentation
- organisation and presentation of material
- clarity of writing style
- originality and
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