California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: April 30, 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 16: Week of May 3, 2009
- Monday, May 4th at the beginning of class -- Final Visual Project due (including bibliography & self-assessment). Late visual projects will not be accepted.
- Friday, May 8th -- Last Day of Class
Topic: Law, Social Change and the Future
- Arrigo. Social Justice/Criminal Justice. Chapter 13.
- Mann, Zatz & Rodriguez. Images of Color, Images of Crime. Chapter 21 and conclusion.
- Documentary: "----" (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:
- National Criminal Justice Reference Service. Administered by the Office of Justice Programs, U.S. Department of Justice.
- 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:
- criminal justice and social justice
- critical social justice
- short-term v. long-term solutions
- the interrelationship between theory, policy, practice
- the Other
- taxonomy of learning
Note: In order to answer these discussion questions, you will need to view "-----" to be shown in class.
- Based on the theories introduced in the Arrigo book, what do you think the relationship between criminal justice and social justice should be? Why. Which theory comes closest to your views on this relationship? Why. Incorporate the MZR book into your argument.
- Do you share MZR's conclusion of a "fragile future"? Why or why not.
- Other than your own visual project, which one was the most interesting? Why.
- What is the most important thing that you learned in this course? Why.
- What did you like the most about this teaching/learning model? Why. What did you like the least? Why. What ideas and suggestions do you have to improve on this teaching/learning model? why.
Self-Assessment Questions for Visual Projects:
Final Visual Projects will be due at the beginning of class on Monday, May 4th (include your bibliography and self-assessment)
- 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!
- new Examine the notion of "white privilege."
- new Read David Wellman's Portraits of White Racism.
- Richard Maxwell Brown. Strain of Violence: Historical Studies of American Violence and Vigilantism.
- David Wellman. Portraits of White Racism.
- Robert Blauner. Black Lives, White Lives.
- Paula Rothenberg. White Privilege.
- Maurice Berger. White Lies: Race and the Myth of Whiteness.
- David Roediger. Black on White: Black Writers on What it Means to be White.
--- 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.