Within the framework of historical contextualization, the model's emphasis on theoretical, empirical, and policy critique allows the criminal justice educator to enhance student understanding of these issues. Ideas associated with the model are intended to deepen academic discourse on innovative educational techniques and their implementation in college classrooms. These ideas relate to practical concerns in course format and design, student performance evaluation, and course resources. The model is designed to provide criminal justice educators with a distinctive pedagogical approach to criminal justice issues. The author considers the recognition of race in criminal justice research and concludes that the challenge of communicating the relevance of "race consciousness" in criminal justice education is both compelling and overdue. 34 references