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Created: June 22, 2003
Latest Update: October 5, 2006

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Site Teaching Modules CRMJ/SOCA 365: Race, Crime and Law
Week 6: Justice on the Streets?
You will be held accountable for purposes of grading for the readings and exercises 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 6: Week of October 8, 2006

  • Lecture: in class

  • Concepts:
    • DWB
    • racial profiling
    • deadly force
    • affirmative action
    • War on Drugs
    • gringo justice
    • police brutality
    • zero-tolerance

  • Discussion Questions:

      Incorporate the readings and the documentary, "Driving While Black" in your answers.

    1. What is meant by a contextual approach to examining policing, race and ethnicity? [Walker, p. 154] What would Kennedy and Fellman say about this topic? Why.
    2. How is policing in Native American communities different than policing in the rest of the United States? Why. [Walker, p. 154]
    3. When does the police use of deadly force become "excessive" or "unjustified"? Give a definition of excessive force. [Walker, p. 154] How would Fellman and Kennedy react to this issue? Why.
    4. Define the concept of affirmative action . Do you support or oppose affirmative action in the employment of police officers? Do you think affirmative action is more important in policing than in other areas of life? [Walker, p. 154] Explain. What would Kennedy and Fellman's assessment be on this issue? Why.
    5. Why did we make boxes? Did you follow the instructions precisely, marking the letters from the pattern on your work? Why or why not. How long did it take you to make your box, not counting the decorations? What does this process have to do with visual criminology/visual sociology? Why.

  • Ideas and Suggestions for Creative Measures

      Note: Start thinking about ideas for your creative measures. Must relate to "race, crime, law." 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). No term papers! Allow time to dialogue and present your creative measure in class. Email me your idea. Before the absolute final deadline, you need to have completed your visual projects of your learning in this course. Think about how you might demonstrate your learning visually creative way.

    • Examine the policies and practices of racial profiling from a variety of perspectives: 1) the mass media. 2) law enforcement, 3) the local community.
    • Watch the movie, "Crash." Relate your observations to the readings in this course. Find scholarly reviews and critiques of this movie.
    • Explore police use of deadly force as it relates to racial and ethnic groups.
    • Find out about police brutality and racial/ethnic minorities.
    • Describe about police-community relations in your neighborhood.
    • Examine affirmative action and law enforcement. How many minority law enforcement officers are there in your city? Do they mirror the city's population? [from the Instructor's Resource Manual]
    • Access the New York City Civilian Complaint Review Board website. Review various complaint cases. [from the Instructor's Resource Manual]

    • Research the Dalai Lama -- his past and present.
    • Research "forgiveness". Begin with these books: Martha Minow, Between Vengeance and Forgiveness. Desmond Tutu, No Future Without Forgiveness.

  • Recommended Readings:
    • Nicholas Alex. Black in Blue.
    • Stephen Leinen. Black Police, White Society.
    • Kenneth Bolton, Jr. and Joe Feagin. Black in Blue: African-American Police Officers and Racism.
    • Katheryn Russell-Brown. The Color of Crime: Racial Hoaxes, White Fear, Black Protectionism, Police Harassment, and Other Macroaggressions.
    • David Cole. No Equal Justice: Race and Class in the American Criminal Justice System.
    • Kenneth Meeks. Driving While Black.
    • Jarret S. Lovell. Good Cop/Bad Cop.

    • The Dalai Lama. The Universe in a Single Atom: The Convergence of Science and Spirituality.
    • The Dalai Lama. Ethics for the New Millennium.
    • The Dalai Lama. An Open Heart.
    • The Dalai Lama. Live in a Better Way.

    • The 9-11 Commission Report
    • Alfie Kohn. No Contest. The Case Against Competition.
    • Thomas Kuhn. Structure of Scientific Revolutions.

    • Paulo Freire. Pedagogy of the Oppressed.
    • 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 365-001 (MWF) "Race, Crime, Law"

    Course Syllabus for CRMJ/SOCA 365-002 (TR) "Race, Crime, Law"

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