Twenty-fifth International Conference on Learning

Abstract

This paper draws empirical research conducted in Australia with police offices from a range of ranks, including senior management. We argue policing is in a state of flux and police education is under erasure. This paper draws on critical theory, in particular theories of power and discourse in the writing of Foucault and also Bourdieu’s understanding of habitus, illusio and doxa to interpret the data.The emphasis on hands-on police practice without a theoretical understanding of epistemology and theory frameworks that may provide a deepening and detailed understanding of police practice resonate throughout the data. We argue police training needs to be scrutinized and critiqued with the current move towards professionalization of policing. We argue for a police education that is embodied and holistic, one which acknowledges the importance of good practices, but also is supported by critical reflection, deep and meta learning processes complemented by a strong theoretical base. Building a capacity for continuous professional learning of police in Australia requires a re-imagining of the current curriculum.