From Cultural Barriers to Educational Breakthroughs

Description

This study examines critical pedagogy as a novel approach to diversity, equity and inclusion (DEI) education at Peterborough Police Service (PPS). To begin, the present
study examines hypermasculinity and isolationism as cultural traits in policing that serve
as barriers to DEI education. Later, results of focus groups with PPS members that
investigated negative and positive experiences with DEI training, barriers to meeting DEI
education outcomes and, perceived goals of future DEI education at PPS are discussed.
Drawing from findings from the literature review and focus groups, this thesis argues
that critical pedagogy offers a useful framework to explore divisive subjects like systemic
racism, power and privilege, colonialization, etc. and contributions of police in
maintenance of the status quo. Raising the critical consciousness of PPS members by
unveiling systems of domination may provide a starting point for enhancing police
service to groups that are racialized and minoritized. Education of this kind may also
involve a reconceptualization of the role of police as allies to marginalized communities.
Author Keywords: Community, Critical Pedagogy, Diversity, Education, Police, Police Culture