Ten percent of the world’s population lives on islands, but until now the place and space characteristics of islands in criminological theory have not been deeply considered. This book moves beyond the question of whether islands have more, or less, crime than other places, and instead addresses issues of how, and by whom, crime is defined in island settings, which crimes are policed and visible, and who is subject to regulation. These questions are informed by ‘the politics of place and belonging’ and the distinctive social networks and normative structures of island communities.
Despite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula.
What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all?
Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.
(island) criminology. To conclude the chapter, we briefly consider alternatives to extractivism that are health promoting, community building, and, we argue, crime preventative. Drawing on Indigenous philosophies, we examine the notion of stewardship, which stands in contrast to extractivism, involving an emphasis on regeneration and ensuring future life continues as we continue to the move through the Age of Anthropocene. Green criminology and extractivist capitalism The term ‘green criminology’ was first coined in 1990 ( Lynch, 1990 ; Mahabir, 1990 ) and sought
South ( Meghji, 2020 ). Temporally, building decolonial links involves showing how the logics, processes, and practices put in place during colonialism continue to shape the present and future world. Sticking with the topic of the climate, this may involve, for instance, linking the current climate crisis with the desire for unlimited capital accumulation and extractivist capitalism set in motion by European colonialism ( Dussel, 1999 ). When we are trying to decolonize our curricula, therefore, we are really asking ourselves, ‘What is the bigger picture?’ Focusing
