As a subject of study in higher education, criminology has never been more popular; and yet, criminologists occupy an increasingly marginal position within political and media spheres. This marginalisation has arguably been to the detriment of those with lived experience of the criminal justice system, an oppressed class whose number has grown exponentially after several decades of a ‘tough on crime’ consensus on criminality. While much research focuses upon the impacts on imprisonment, an emergent literature has highlighted how individuals experience community sanctions and measures (CSM). This article utilises Paulo Freire's Pedagogy of the Oppressed to accentuate the transformative potential of teaching and learning practises within criminology, and CSM in particular. It applies his writings to the literature on ‘public criminology’, a perspective that aims to render the field more transparent, applied, evidence-based, empowering, and committed to social justice. Drawing from personal reflections as an ‘academic criminologist’ engaged in teaching and research on CSM, the article advocates for a ‘pedagogy of public criminology’ that empowers students, as future criminal justice professionals, with the skills to be public-facing, active, and critical subjects who can make a difference in the lives of individuals subject to CSM.

作为高等教育研究的学科，犯罪学从未像现在这样受欢迎。然而，犯罪学家在政治和媒体领域的地位越来越边缘化。可以说，这种边缘化损害了那些有刑事司法系统生活经验的人的利益，这是一个受压迫的阶级，经过几十年对犯罪的“严厉打击犯罪”共识，其人数呈指数级增长。虽然许多研究都集中在对监禁的影响上，但新出现的文献强调了个人如何体验社区制裁和措施 (CSM)。这篇文章利用了保罗·弗莱尔的《被压迫者教育学》强调犯罪学中教学和学习实践的变革潜力，特别是 CSM。它将他的著作应用到“公共犯罪学”的文献中，这一观点旨在使该领域更加透明、适用、以证据为基础、赋予权力并致力于社会正义。文章从作为一名从事 CSM 教学和研究的“学术犯罪学家”的个人反思中汲取灵感，倡导一种“公共犯罪学教学法”，赋予学生作为未来刑事司法专业人员的技能，使其具备面向公众、积极主动、以及可以改变受 CSM 影响的个人生活的关键主题。