California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: April 21, 2010
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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Day 5: Tuesday, May 25, 2010
Topics: Justice on the Streets?
Friday, May 28th - Last Day to Drop this Course
- Richard Delgado & Jean Stefancic. The Derrick Bell Reader . -- Ch. 6.
- Gordon Fellman. Rambo and the Dalai Lama. -- entirety
- Samuel Walker and others. The Color of Justice. -- Ch. 4.
- Documentary: on racial profiling (to be shown in class)
Lecture related links:
- Critical Race Theory
- Race, Ethnicity, and the Criminal Justice System
- Adversarialism AND Mutuality
- other Gordon Fellman related materials on the Dear Habermas site.
- Sticks and Stones -- Labelling Matters.
- "Academic Accountability"
- "Who's Habermas? Why Habermas?"
- W.I. Thomas "Definition of the Situation
Concepts to be covered:
- racial profiling
- deadly force
- affirmative action
- War on Drugs
- gringo justice
- police brutality
Note: In order to answer these discussion questions, you will need to view the documentary on racial profiling and do the assigned readings. Due: Wednesday, May 26th .
- What is meant by a contextual approach to examining policing, race and ethnicity? [Walker, p. 154] What would Bell and Fellman say about this? Why.
- How is policing in Native American communities different than policing in the rest of the United States? Why. [Walker, p. 154]
- When does the police use of deadly force become "excessive" or "unjustified"? Provide a definition of excessive force. [Walker, p. 154] How would Fellman and Bell react to this issue? Why.
- 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 Bell and Fellman's assessment be? Why.
- In Chapter 6 of The Derrick Bell Reader , the focus is on the politics in the academy. Are there "comparable pressures that plague" minority law enforcement officers? If so, what are some similarities and differences experienced by minorities in these two professional career fields?
Suggestions for Visual Projects:
Note: Start thinking about ideas for your visual projects. 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). You are expected to turn in a bibliography with each visual project. No term papers! Allow time to dialogue and present your visual project progress. Email me your ideas ASAP.
- Office of Juvenile Justice and Delinquency Prevention. An excellent resource for juvenile justice related issues.
- National Criminal Justice Resource Service. Administered by the Office of Justice Programs, U.S. Department of Justice.
- Examine the policies and practices of racial profiling from a variety of perspectives: 1) the 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 police-community relations in your neighborhood. Is there a good relationship between the people and the police? Why or why not.
- 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]
- Examine Race, Ethnicity, and the Criminal Justice System published by the American Sociological Association (September 2007).
- 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.
Self-Assessment Questions for Midterm Visual Project Progress: (due Wednesday, May 26th) .
- List the names of the individuals in your group. What did have you accomplished for this visual project? (If in a group, explain the division of labor and your individual contribution to this visual project). What small item are you planning 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 have you learned so far?
- Assess how the 6Cs apply to your visual project, with special attention on competence and creativity. What is your midterm visual project progress grade (provide a letter grade) ___ ? Explain why this particular grade.
Course Syllabus for CRMJ/SOCA 365 "Race, Crime, Law"