California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: April 4, 2014
You will be held accountable for the readings and discussion questions listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition you will find detailed explanations and examples on our grading policies in the first week's reading.
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Week 10: Week of April 6, 2014
To stay on track, you should be signed up for your second meeting, and you should be finishing up the visual part of your project including the giveaway item.
You are falling behind if you have NOT resolved your first meeting "no grade" (missing discussion questions/sets).
Topic: Semiotics and Latino/a Americans
- Arrigo, Bruce. Social Justice/Criminal Justice. Chapter 7.
- Rodriguez, Luis. Always Running. New introduction, preface, Chapters 1-5
- Documentary: "hablas ingles?" (to be shown in class)
- Tygiel, Jules. Baseball's Great Experiment. entirety.
- Crow Dog, Mary. Lakota Woman. entirety
- Houston, Jeanne & James. Farewell to Manzanar.
Lecture related links:
- Metaphor and Theory links to "The Blind Men and the Elephant" which applies to several concepts discussed in both classes. Eric K. mentioned this metaphor during one of our class discussions in "Law and Society."
- "My Role in Social Change" Poem by LaTricia White (Spring 2004)
- "They Ain't Us: Identity as an Anti-Norm"
- Curran and Takata. Sociology of Law Handbook:
-- Chapter 1, part 1
-- Chapter 1, part 2
-- Chapter 2
- W.I. Thomas "Definition of the Situation
- "Who's Habermas? Why Habermas?"
- Those Infamous Grades and Letters of Recommendation
- "The Case Against Gold Stars" by Alfie Kohn.
- Cooperative Learning
Concepts to be covered:
- "justice," justice, and JUSTICE
- media event
- "Cholo" style
Note: In order to answer these discussion questions, you will need to incorporate the documentaries, "Latinos and African Americans: Friend or Foe?" and "hablas ingles? as well as tthe readings into your answers. Due: Friday, April 11th.
- How does the Latino/Latina American experience relate to semiotics and justice? Using this week's readings and the two documentaries, provide an example of "justice," justice, and JUSTICE.
- According to Luis Rodriguez, why does violence make sense in today's society? Relate this to semiotics.
- What movies and/or television programs have you seen recently in which Latino/a American stereotypes were depicted? Describe them. What inferences can you make if they have not changed? (from MZR).
Final Self-Assessment Questions for the Visual Projects (due at the beginning of class on Friday, May 2nd )
- Division of Labor: List the names of the individuals in your group. Since midterm, what have your accomplished, (i.e., visual project itself, giveaway item). (If in a group, explain the division of labor -- who did what as well as your individual contribution to the project, so far).
- Connect Visual Project to Course Materials: Since midterm, explain in depth, how your visual project relates to the course (i.e., the readings, the documentaries, class discussions, major concepts, theories). Discuss how your visual project relates to "theory, policy, practice".
- Self-Assessment: Since midterm, what have you learned? Assess how the 6Cs apply to your final visual project, with special attention on competence and creativity. What is your final visual project self-assessment (provide a letter grade): ___ Explain why this particular grade.
- Relate a current political campaign to some of the issues mentioned in this week's readings.
- Beyond examples discussed in class, examine how the mass media portrays Latinos/Latina Americans as discussed in the Arrigo chapter on semiotics.
- Read one of the recommended books listed below on Latinos/Latina Americans. Email me a brief book review.
- Examine the stereotypes and the stereotyping of Latinos/Latina Americans. Select on stereotype and trace how and why this stereotype has changed from the past to present day?
- Trace either prime time television or movie images of Latinos/Latina Americans from past to present.
- Research one of the following Latinos/Latinas: Reies Tijerina, Cesar Chavez or other prominent Latino/Latina American figures.
- Trace the historical and contemporary origins of the Brown Beret.
- Explore some of the political and economic strategies used by Latinos/Latina Americans (i.e., boycotting, strikes).
Rudolfo Acuna. Occupied America: A History of the Chicanos. [has not been released yet]
Susan Berk-Seligson. Bilingual Courtroom.
Richard Rodriguez. Hunger of Memory.
Joan Moore. Going Down to the Barrio: Homeboys and Homegirls in Change.
Joan Moore. Homeboys: Gangs, Drugs, and Prison in the Barrios of Los Angeles.
Armando Rendon . The Chicano Manifesto .
--- Jurgen Habermas. Between Facts and Norms.
--- Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.
- Richard Goldsby. Race and Races.
- Paul Ehrlich. The Race Bomb.
- Cornel West. Race Matters.
- Robert Blauner. Still the Big News: Racial Oppression in America.
- William Julius Wilson. The Declining Significance of Race.