Course Syllabus

Prisons in the Nordic countries

Metal sign: No entry. Visitors to the prison report at headquarters.
Paper sign: Stables open for visit.
Picture credits: Anne Okkels.

Semester & Location:	Spring 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Criminology / Criminal Justice, Public Policy, Sociology
Prerequisite(s):	None
Faculty Members:	Anne Okkels Birk (current students please use the Canvas Inbox)
Time & Place:	Tuesdays and Fridays, 11.40 am - 1 pm Classroom: Fi44-Kosmo 405
	The syllabus is subject to change. Please contact faculty in case of questions.

 

Course Description

For years, American prisons administrators and researchers have travelled to the Nordic countries to
study humane prisons. At the same time, Nordic politicians have been upping sentences and making
prison life much tougher. How may we understand these contradictory developments and how
humane are Danish prisons actually? This course provides an in-depth understanding of Nordic prison
Exceptionalism and of working to change conditions in prisons. 

Main Themes / topics

Nordic penal exceptionalism; effects of incarceration; prison staff; corrections; desistance; implementation; prison reform. 

Learning Objectives

By the end of this course, students with or without prior knowledge of criminology or criminal justice should:

• Be able to give a critical, in-depth analysis of Nordic prisons
• Be able to give a critical, in-depth analysis of pit-falls when aiming to transport Nordic principles to other countries
• Have a thorough understanding of the prison as an institution and of the ‘pains of imprisonment’ as seen through a contemporary lens
• Have a thorough understanding of important features of Nordic prisons and how they differ from common features of US corrections,
• Have tangible tools to use in prison reform
• Understand the role of trade unions and civil society organizations in shaping Nordic prisons and probation
• Understand how prison work in small societies like Greenland, Faroe Islands and Iceland may differ from prison work in larger societies.

Students with a background in criminology or criminal justice should be prepared that the course is
without prerequisites, but also expect to get chance to delve deep into important readings as well as
shape their own area of study within the course. 

Faculty

Diploma in Criminology (University of Copenhagen 2007). MA (political science, University of
Aarhus, 1997). Since 2007, independent consultant arranging Nordic prison officer conferences
(2010, 2013, 2017, 2019) and conducting analytical work relevant to prisons and crime. Member of
Danish criminal policy think-tank Forsete. Danish Prison and Probation Service 2001-2006, Ministry
of Food 1997-2000. With DIS from 2008. 

Readings

Cullen, Francis T. (2013). Rehabilitation: Beyond Nothing Works. Crime and Justice, Vol. 42, No. 1, Crime and Justice in America 1975–2025, pp. 299-376.

Crewe, B. (2020) ‘The depth of imprisonment’, Punishment & Society.

Crewe, B., & Ievins, A. (2021). ‘Tightness’, recognition and penal power. Punishment & Society, 23(1), 47–68.

Crewe, B. et al. (2023). Nordic Penal Exceptionalism: A Comparative, Empirical Analysis, The British Journal of Criminology, Volume 63, Issue 2, pp. 424–443.

Dignity Danish Institute Against Torture (2017). Solitary Confinement as a Disciplinary Sanction. Focus on Denmark. Conference Report. International Conference 3 April 2017. Copenhagen, Denmark. Available at https://www.dignity.dk/wp-content/uploads/conference-report-solitaryconfinement.pdf

Mathiesen, T. (2011). Scandinavian exceptionalism in penal matters - reality or wishful thinking? In: J. Dullum & T. Ugelvik, ed. (2011). Penal Exceptionalism? Nordic prison policy and practice. Routledge.

Mauer, M. (2017). Incarceration rates in an International Perspective. The Sentencing Project and the Oxford Encyclopedia of Criminology and Criminal Justice. Link: http://criminology.oxfordre.com/view/10.1093/acrefore/9780190264079.001.0001/acrefore9780190264079-e-233

Maruna, Shadd. (2011). Why Do They Hate Us?: Making Peace Between Prisoners and Psychology. International journal of offender therapy and comparative criminology. 55. 671-5.

Olesen, A., 2016. Debt as a Criminal Risk Factor in Denmark. Oñati Socio-legal Series [online], 6 (3),
676-706. Available from: http://ssrn.com/abstract=2783815

Reiter, Sexton & Sumner (2017). Negotiating Imperfect Humanity in the Danish Penal System. In: Scharff Smith P., Ugelvik T. (eds) Scandinavian Penal History, Culture and Prison Practice. Palgrave Studies in Prisons and Penology. Palgrave Macmillan, London.

Smith, P.S. (2017). Punishment Without Conviction? Scandinavian Pre-trial Practices and the Power of the “Benevolent” State. in Peter Scharff Smith and Thomas Ugelvik (eds.), Scandinavian Penal History, Culture and Prison Practice. Embraced by the Welfare State?, London: Palgrave 2017, available at https://www.dignity.dk/wp-content/uploads/Annex-A-Peter-Scharff-Smith-PunishmentWithout-Conviction.pdf

Sexton, L. (2015). Penal subjectivities: Developing a theoretical framework for penal consciousness. Punishment & Society, 17(1), 114–136. https://doi.org/10.1177/1462474514548790

Shammas, V. L. (2014). The pains of freedom: Assessing the ambiguity of Scandinavian penal exceptionalism on Norway’s Prison Island. Punishment & Society, 16(1), 104–123.

Sørensen, K. M., & Johnsen, B. (2021). Prison officers’ coping strategies in a high-profile critical situation: Imprisonment after the 2011 terrorist attacks in Norway. Incarceration, 2(1).

Aagaard, L. (2014). Chemical Castration of Danish Sex Offenders. Journal of Bioethical Inquiry, vol. 11, pp. 117–118 

Non-peer reviewed texts:

Danish Prison and Probation Service (1993). A Programme of Principles. Governmental pamphlet.

Johnsen, B., (2018) Nordic exceptionalism and politics. Blog post. Available at: https://www.compen.crim.cam.ac.uk/Blog/blog-pages-full-versions/guest-blog-by-berit-johnsen (Accessed June 20, 2023).

Nymo, K., Skotte, S., (2019) Looking to Norway? Well... Blog post. Available at: https://www.compen.crim.cam.ac.uk/Blog/blog-pages-full-versions/look-to-norway (Accessed June 20, 2023).

Reiter, K., L. Sexton & J. Sumner (2016, Feb 2). Denmark doesn't treat its prisoners like prisoners - and it's good for everyone. The Washington Post. Online, link:
https://www.washingtonpost.com/posteverything/wp/2016/02/02/denmark-doesnt-treat-its-prisonerslike-prisoners-and-its-good-for-everyone/

Rockwool Foundation Research Unit (2010). News from the Rockwool Foundation Research Unit, april 2010. Criminals pay a high price after completing sentences. Newsletter. Online, link: http://www.rockwoolfonden.dk/app/uploads/2016/02/2010_April_eng_sik.pdf

Field Studies

As Danish prisons are under a lot of strain, we will probably not be able to visit a Danish prison for
the first semesters. Instead, I will seek to bring in understanding of prison through guest lectures and
video materials. Students can expect to meet both people who have been incarcerated, people working
in corrections and people aiming to reform prisons. 

Guest Lecturers

Guest lecturers will be people with experience from practice whether as incarcerated, as volunteers in
non-profits or as staff.

Approach to Teaching

The basis for my teaching is a profound devotion to criminology, to the field of prisons and to stirring others’ curiosity and intellectual growth. This goes both for students with and without prior experience with the subject area. It also goes both for students devoted to a field and students who are struggling to find out where their main interests are. For all students, I am dedicated to developing or honing skills in critical, analytical thinking. I focus especially on awareness of one’s own assumptions and prejudices as well as assessment of sources.

Lessons are often lecture-based, broken up with questions for reflection or debate. A priority is to obtain a relaxed work climate in class where everybody feels okay with speaking up. This can only be achieved if all participants are respectful towards others’ questions, answers and opinions. Groups set by the instructor for a couple of lessons at a time will be a basis for many of the discussions; these groups are meant to both give students a safe home within the class and provide an opportunity to get tto know more people in class.

Friends or family visiting a student are welcome to sit in on this class, but they cannot join field
studies.

Expectations of the Students

Students in this course are expected to relish the possibility to delve into the topic of prisons for a whole semester; if a student would prefer prisons to be one of more subjects within Criminal Justice, they should instead sign up for the course Criminology & Criminal Justice in Scandinavia.

Students are expected to:

• Be willing to take an academic approach to difficult and often emotional subjects; also, be
  willing to consider arguments and policies that are far from the student's own viewpoints or
  emotions.
• Complete preparatory work before each lesson by the time indicated in quizzes.
• Participate actively during class and field studies with contributions and questions that are relevant to class material, and which show that the student is working or striving to work in an academic way. Students are expected to challenge own viewpoints and assumptions and to strive for nuance and complexity in their work and contributions.
• Consider how their contributions affect the overall work climate in class. If a student’s contributions do not have a constructive effect on the overall work and discussion climate in class, the student is expected to discuss this in a constructive way with the teacher.
• Show respect for and attempt to understand other people’s viewpoints and experiences, whether other students or people encountered during guest lectures and field studies,
• Be punctual for class and field studies.
• Write the instructor in case of illness or any other absence in advance of said class, movie screening or field study.

During the course, we will discuss issues and examples of crime and victimization (including sexual assault) in detail and these issues can come up in any lesson. In class, students may hear detailed descriptions of violent crime and some readings also include such descriptions. For planned use of examples and topics, students are welcome to flag that they would like a heads-up regarding content related to e.g., sexual assault, homicide, torture or institutional restraint. In this case, the teacher will provide the student with a description of what is going to happen in class so that the student is prepared. When it comes to readings with descriptions of violent crime, students can choose to read a version in which details are left out. 

We will watch a movie and other footage that may be experienced as rather disturbing. These are important to and integrated into the course and will not necessarily be announced in advance. For movies announced in advance, students will be allowed to watch the film in question on their own and send in a reflection.

Students, who feel unable to function well with the above should consider taking another course. The same rules regarding attendance will be used for all lessons and field studies. 

Evaluation

Evaluation in this course consists of four different elements: a presentation of an academic article, written assignments, online preparation for class and active participation in classes and field studies. All four forms of evaluation aim at developing the student's analytical skills and skills in critical thinking; understanding of theory and skills at applying theory; and skills at distinguishing between own opinions / views, feelings and knowledge acquired academically. 

Grading

 

Assignment	Percent
Pecha-Kucha presentation of an academic reading in-person - Try-out, pass / fail - Final, leading a discussion, graded	In all 30%
Balanced prison assessment essay (pass / fail)	5 %
Paper on implementing Nordic principles in US prisons	25 %
Online participation before lessons	20 %
Engaged participation in lessons and field studies	20 %

 

Late papers

Late papers are accepted, but there will be a deduction in the grade received.

Policy for students who arrive late to class

Students who are repeatedly late for class will receive a lower participation grade.

Use of laptops or phones in class

Except during breaks, this class is computer- and phone free. Tablets and computers that lie flat on the table (not distracting other students, but still visible to others) are accepted, but should be used for note-taking or consulting class materials. Students with acconomations and DIS note-takers need to supply the teacher with a letter of accomodation or equivalent from the DIS Academic Support team.

Use of AI tools

If a student would like to use AI tools in their work process with assignments, they need to meticulously document their work process. This comprehensive documentation should include brainstorming notes, drafts, research materials, and AI tool prompts along with their outputs. This practice reinforces transparency and ensures that the final work submitted accurately and fairly reflects your understanding. 

 

Academic Regulations (Semester)

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

The syllabus is subject to change. Please contact faculty in case of questions.