Link to What's New This Week Criminal Justice/Social Justice: CRMJ 353, Spring 2015, UWP

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Criminal Justice/Social Justice
Syllabus for CRMJ 353. Spring 2015

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: August 24, 2003
Latest update: May 7, 2015

E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Index of Topics on Site Syllabus for Criminal Justice/Social Justice

Susan Takata, Ph.D.
Office: 370 MOLN
Office Hours: MWF 8:45-9:45am & by appointment
Phone: (262) 595-2116
E-mail: takata@uwp.edu
FAX: (262) 595-2471
Class meets MW 2-3:22p.m.

Brief Description:

CRMJ 353 will explore the criminological, sociological and philosophical discussions of justice. Perspectives include race, class, gender and other differences; both postmodern and critical theory analyses of institutional and interpersonal relationships. We will examine the relationship between "criminal justice" and "social justice." The readings in this course should challenge you to think about the theory and assumptions that underlie your position, and the many alternatives that have been and will continue to be presented in this new millennium.

Texts:

  • Paul Loeb. The Impossible Will Take a Little While: A Citizen's Guide to Hope in a Time of Fear.
  • Martha Minow. Between Vengeance and Forgiveness: Facing History after Genocide and Mass Violence.
  • Cornel West. Democracy Matters.

  • (optional) Jurgen Habermas. Between Facts and Norms.
  • (optional) Martha Minow. Making All the Difference.
  • other readings and texts to be assigned.
  • read the newspaper and/or watch the news regularly.
  • Dear Habermas website.

    Materials/Resources:

    You must have:
    • a three-ring binder
    • an e-mail address (available through the university)
    • Internet access (access to PCs in microcomputing labs on campus)

    Course Objectives

    • Answerability Objective: To master the concept of aesthetic processes of answerability and its role in creating an atmosphere of morality and ethics in our institutions and world systems, particularly the educational system. Outcomes: You will participate in class, respecting the answerability of every member of the community, and the aesthetic process of collaborative creation. You are expected to demonstrate active and involved learning. Written expression is as important as dialog participation and other means of expression (such as art or photography). Silence will not be acceptable, though I am willing to consider a preference for interpassivity.

    • Technological Objective: To master the simple use of any computer that happens to be available. Our assignments and readings are on the Internet. Outcomes: You will be expected to access class materials on the Dear Habermas website.

    • Theoretical Objective: To come away from this course with a deep understanding of the role that theory plays in our lives, particularly as it relates to criminal justice and social justice. To use a vocabulary which permit discussion of theory: fairness, justice, the tension between facts and norms, difference, the Other, structural violence, privileging subjectivity, unstated assumptions, optimism, pessimism, tolerance of ambiguity, inequality, and so forth. Outcomes: Measured by inclusion of references in written and oral contributions to discourse. In your work and during class discussions, you will consider the framing of the facts you cite, the illocutionary discourse in which you must engage to hear one another in good faith, and the importance of such a forum to in depth consideration of issues relating to criminal justice/social justice.

    • Visual Criminological Objective: To review and evaluate materials on criminal justice/social justice by creating a visual presentation of your learning in this course. Outcomes: You will present one visual project to the class toward the end of the semester. Your visual project must reflect your competence and creativity in this course.

    • Praxis Objective: To recognize differences between theory, factual knowledge and the application and synthesis of that knowledge in praxis. Outcomes: You will apply theoretical discussions to examples within your own institutions and life worlds, as they relate to criminal justice/social justice. Focus on conceptually linking critical theory to current events and personal narratives shared in your work and during class discussions.

      Grades and Grading

      Grades can be important feedback when they are collaborative and used as feedback to guide further learning. They are harmful when they become a reified end in their own right. Because we are required by the institution to give grades, there must be a means of your letting us know what you hae learned. We expect each of you to communicate with us, so that we come to know you and your learning. Meaningful learning comes when we stretch the corners of each other's mind by looking at these concepts from multiple perspectives that come from our myriad unique experiences. You are invited to choose the measures of learning that best fits your learning style best. More details will be provided in class.

      The 6Cs - communication, courtesy, consistency, competency, creativity, and cooperation continue to represent our standards for evaluation. Refer to Grades on the Dear Habermas web site. Your coursework must show scholarly discipline in conceptually linking your learning to theory, policy, practice, and to course readings, class discussions, and other materials.

      Ideally, four progress checks (meeting with the professor every four weeks) throughout the semester is recommended. A minimum of two progress checks with the professor is required (at midterm and toward the end of the semester).

      Measures of Learning

    • First Meeting (includes first half discussion questions, pop quizzes, journal, attendance) --- 10%
    • Second Meeting (includes second half discussion questions, pop quizzes, journal, attendance) --- 20%
    • Class Participation since Second Meeting (discussion questions, pop quizzes, journal, attendance) -- 5%
    • Visual Project -- Annotated Bibliography --- 20%
    • Visual Project -- Visual Component --- 25%
    • Visual Project -- Overall Learning Self-Assessment -- 20%

      Grade Scale

      95-100 = A
      90-94 = A-
      88-89 = B+
      85-87 = B
      80-84 = B-
      78-79 = C+
      75-77 = C
      70-74 = C-
      68-69 = D+
      65-67 = D
      60-64 = D-
      59 and below = F


  • Statement on Plagiarism - DON'T DO IT!! Give credit to those whose ideas and words you use.

    Communication - It is your responsibility to communicate an emergency and other situations in a timely manner to the professor. Communicating your whereabouts is important. Don't be a field mouse.

    Students with Disabilities - Accommodations must be authorized through the Disability Services Office, WYLL D175. Dr. Renee' Sartin-Kirby - Coordinator can be reached at (262) 595-2610. Students with disabilities are encouraged to meet with me as soon as possible to discuss accommodations.

    Deadlines/Due Dates/Meeting Times - All due dates, meeting times, and deadlines are firm. Late assignments will not be accepted. A "no show" will result in an "F" for that particular task.

    Concealed Weapon Carry -- As provided in the 2011 Wisconsin Act 35 - Concealed Carry Law, you are notified that firearms are not permitted in the classroom or during class activities. Anyone found in violation will be subject to immediate removal in addition to academic and/or legal sanctions.

    Groupwork: Cooperation and sharing in this class will earn you a better grade. Adversarialism is not a part of our teaching. We believe that learning flowers in an environment that permits mutuality to flourish. You may work in groups on any or all exercises or assignments. Cooperative learning groups are strongly encouraged. You can work with more than one group, and with different groups. All names of active group members should be recorded on all groupwork. (Refer to Cooperative Learning on the Dear Habermas site ).


    !!WARNING: This is NOT your traditional course where the professor lectures while students quietly take notes. This professor uses a cooperative learning approach as well as several experimental and innovative teaching/learning techniques. Groupwork is an essential element in this course!!

    READING ASSIGNMENTS

    WeekTopic and Class PreparationTextual Readings
    Week 1
    Introduction Loeb introduction
    Minow, foreword, ch. 1
    Week 2
    The Teaching/Learning Model
    Seeds of the Possible
    Loeb, ch. 1-4
    Week 3
    Dark Before Dawn
    Vengeance and Forgiveness
    Loeb, ch. 5-7
    Minow, ch. 2
    Week 4
    Everyday Grace
    Trials
    First Meetings begin
    Loeb, ch. 8-12
    Minow, ch. 3
    Week 5
    The Flight of Our Dreams
    Truth Commissions
    First Meetings continue
    Loeb, ch. 13-21
    Minow, ch. 4
    Week 6
    Courage is Contagious
    Reparations
    Loeb, ch. 22-27
    Minow, ch. 5
    Week 7
    The Global Stage
    Facing History
    ** Monday, 3/16 - Annotated Bibliography due
    Fri, 3/20 - Last day to drop course
    Loeb, ch. 28-32
    Minow, ch. 6
    Week 8
    Criminal Justice/Social Justice @ Midterm
    Minow, entirety
    Loeb, ch. 1-32
    Week 9
    Spring Break
    ** No Class - M, 3/30, W, 4/1, F, 4/3
    -----
    Week 10
    Radical Dignity
    Beyond Hope
    Democracy Matters are Frightening...
    ** due W, 4/8 - Visual Component
    Loeb, ch. 33-44
    West, ch. 1-2
    Week 11
    Democratic Traditions/Identities
    Second Meetings begin
    West, ch. 3-4
    Week 12
    Only Justice Can Stop a Curse
    ...Christian Identity... /...Youth Culture
    Second Meetings continue
    Loeb, ch. 45-49
    West, ch. 5-6
    Week 13
    The Democratic ArmorWest, ch. 7
    Week 14
    The Future of Criminal Justice/Social Justice
    **due Monday, 5/4 - Overall Learning Self-Assessment
    all readings
    Week 15Summary & Conclusion
    The Teaching/Learning Model Revisited

    ** Monday, 5/11 - Last Day of Class
    all readings

    Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, August 2003.
    "Fair use" encouraged.