California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: February 26, 2009
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 7: Week of March 1, 2009
- Midterm meetings end on March 3rd. If you do not have your meeting scheduled, see me ASAP.
- Midterm Visual Projects (plus bibliography and self-assessment) are due beginning of class on Monday, March 9th.
Topic: Prophetic Criticism/African Americans
- Arrigo. Social Justice/Criminal Justice. Chapter 4 .
- Mann, Zatz & Rodriguez. Images of Color, Images of Crime. Chapters 2 &7 .
- W.I. Thomas "Definition of the Situation
- Documentary: "When the Levees Broke" (to be shown in class)
- Curran and Takata. Sociology of Law Handbook
-- Chapter 1, part 1
-- Chapter 1, part 2
-- Chapter 2
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"
- Those Infamous Grades and Letters of Recommendation
- "The Case Against Gold Stars" by Alfie Kohn.
Concepts to be covered:
- what "is" and what "ought" to be
- Richard Quinney
- capitalist justice
- prophetic justice
- African American stereotypes
Note: In order to answer these discussion questions, you will need to view "When the Levees Broke" to be shown in class.
- What is prophetic criticism? (Arrigo, p. 89, Q.1). How does prophetic criticism apply to the documentary, "When the Levees Broke"?
- What role do individuals assume in creating and sustaining prophetic justice? (Arrigo, p. 89, Q.7). Relate this to this week's readings in Images of Color, Images of Crime.
- In the previous edition, Mann & Zatz state: "... It is striking that all of the authors in this section share a common ideological thread: the unwarranted stigmatization of African Americans, especially African American males, through the use of assumptions about urban violence (although a majority of the inner-city African Americans are nonviolent) and drug involvement (although the majority of African Americans do not use drugs)," (p. 74). Why do these "unwarranted stigmatizations" persist?
- Based on Chapters 2 & 7 in MZR, what is the solution to alleviating racist stereotyping? Why.
Self-Assessment Questions for Visual Projects:
- List the names of the individuals in your group. What did you do exactly for this visual project? (If in a group, explain the division of labor and your individual contribution to this visual project). What small item did you create to "give away" to those visiting your visual project?
- Explain in depth, how your visual project specifically relates to the course (i.e., the readings, the documentaries, class discussions, major concepts). Demonstrate how your visual project relates to "theory, policy, practice". What did you learn?
- Assess how the 6Cs apply to your visual project, with special attention on competence and creativity. What is your visual project self-assessment (provide a letter grade) ___ ? Explain why this particular grade.
Suggested Visual Projects:
Note: Start thinking about ideas for your creative measures. Must relate to "law and social change." Must be approved before starting your creative measure. Cannot be something that you are doing or have done for another course. Research cannot be 100% online (i.e., google, askjeeves). Must conduct library research using scholarly works, (not the popular press -- Time Magazine, Newsweek, Sports Illustrated). You will need to submit a bibliography with each project. No term papers! Allow time to dialogue and present your creative measure in class. Email me your ideas ASAP!
Derrick Bell. Faces at the Bottom of the Well.
Derrick Bell. Race, Racism and American Law.
Randall Kennedy. Race, Crime and the Law . (If you have not read it for my "Race, Crime, Law" class)
Marc Mauer. Race to Incarcerate
David Cole. No Equal Justice: Race and Class in the American Justice System.
Jerome Miller. Search and Destroy: African-American Males in the Criminal Justice System.
The Autobiography of Malcolm X.
Walter Dean Myers. The Dream Bearer.
Robert Blauner. Still the Big New: Racial Oppression in America.
--- 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.
Course Syllabus for CRMJ/SOCA 352 "Law and Social Change"