California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: May 28, 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 12: Wednesday, June 9, 2010
Topics: Relating Race, Crime, Law to Theory, Policy, Practice / Teaching/Learning Model Revisited / Summary and Conclusion
Wednesday, June 9th - The Last Day of Class
- Richard Delgado & Jean Stefancic. The Derrick Bell Reader . -- entire book.
- Gordon Fellman. Rambo and the Dalai Lama. -- entire text.
- Samuel Walker and others. The Color of Justice. -- entire book.
- Documentary: "------" (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:
- theory, policy, practice
- illocutionary discourse
- aesthetics of answerability
- the Other
- critical race theory
- adversarialism v. mutuality
Note: In order to answer these discussion questions, you will need to do the assigned readings. Due: Wednesday, June 9th .
- On page 418, Walker et al state: "Race, ethnicity, and crime are bound together in American society. It is impossible to discuss policing, sentencing, the death penalty, or employment in the criminal justice system without confronting issues of race and ethnicity. Moreover, most Americans believe there is a close link. Perceptions of crime and justice involve issues of race and ethnicity." Compare and contrast how Fellman, Bell and Walker might interpret this statement. Which author do you agree with the most? Why.
- How do Fellman, Bell, and Walker explain the future direction of race, crime, and the law? Are things getting better or worse? Why?
- Bring a pair of scissors to class on the day these discussion questions are due.
Note: For these final five questions, submit a hard copy. Due: Wednesday, June 9th .
Our Creativity at Midterm
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.
Self-Assessment Questions for Final Visual Project: (due Tuesday, June 8th) .
--- Milton Gordon. Assimilation in American Life.
--- Robert Blauner. Still the Big News: Racial Oppression in America.
--- William Julius Wilson. The Declining Significance of Race.
--- William Julius Wilson. The Truly Disadvantaged.
Course Syllabus for CRMJ/SOCA 365 "Race, Crime, Law"