Angela Dwyer
Dr. Angela Dwyer is an Associate Professor in Policing Studies and Emergency Management, School of Social Sciences, at the University of Tasmania. From 2007 to 2015, she worked as a Senior Lecturer in the School of Justice, Faculty of Law, at the Queensland University of Technology. Her current research interests are focused on how lesbian, gay, bisexual, and transgender young people experience policing, and the broader impact of sexuality and gender diversity on criminal justice processes. She is lead editor of Queering Criminology with Matthew Ball and Thomas Crofts, published with Palgrave MacMillan. She has gained competitive research funding (including a Criminology Research Grant) to conduct research projects on: LGBTI young people experience policing; how LGBTI people interact with LGBTI police liaison officers; evaluating youth crime prevention programs; the historical experiences of LGBTI police officers; and the policing experiences of young people with intellectual disabilities. Angela has been a recipient of five Vice Chancellor’s Performance Fund awards, three for excellence in teaching in 2007 and 2008, and two for excellence in research in 2010 and 2012.
Phone: +61 3 6226 2337
Address: School of Social Science
University of Tasmania (Hobart campus)
Private Bag 22
Hobart
Tasmania 7001
Australia
Phone: +61 3 6226 2337
Address: School of Social Science
University of Tasmania (Hobart campus)
Private Bag 22
Hobart
Tasmania 7001
Australia
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Papers by Angela Dwyer
This paper reports on a narrative project recording the experiences of LGBT former and current police officers in the Queensland Police Service (QPS), Australia. We begin by examining the historical and research contexts of LGBT police officers, followed by a discussion of the methodology employed for the project. We then examine key themes emerging from the data about coming out, macho police culture, and the double life syndrome often experienced by LGBT police officers.
The problematic nature of fieldwork with young people is made even more difficult by the prevailing assumption they are a social problem to be regulated (France, 2004). This assumption stands in direct contradiction to, and in constant tension with, the idea that young people are already ‘at risk’ of being exploited by researcher adults. The simultaneously ‘vulnerable’ and ‘problematic’ young person therefore requires methodologies that flex and shift according to specific research contexts. Two examples of these contexts will be discussed in this paper. To incorporate the age brackets of young participants in both projects discussed in this chapter, we define ‘young people’ as people aged 10 to 21 years.