Link to What's New This Week Race, Crime, Law: CRMJ/SOCA 365, Fall 2015, UWP

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Race, Crime, Law
Syllabus for CRMJ/SOCA 365. Fall 2015

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California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: August 24, 2003
Latest update: December 3, 2015

E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Index of Topics on Site Syllabus for Race, Crime, Law

Susan Takata
Office: 370 MOLN
Office Hours: MWF 8:45-9:45am & by appointment
Phone: (262) 595-2116
E-mail: takata@uwp.edu
FAX: (262) 595-2471
Class meets MWF 11-11:53 a.m.

Brief Description:

CRMJ/SOCA 365 will examine "Race, Crime, Law" in terms of theory, policy and practice. We will explore multiple perspectives within the criminal justice process, (e.g., law enforcement, courts, corrections, juvenile justice) as they relate to race/ethnicity. We will focus on the historical past, present-day issues and future directions of race/crime. Whatever position you take on this subject, the readings in this course will challenge you to think about the theory and assumptions that underlie your position, and the many alternatives that have been and will continue to be presented in the new millennium.


Texts:

  • Delgado, Richard & Jean Stefancic. (2005) The Derrick Bell Reader.
  • Fellman, Gordon.(1998) Rambo and the Dalai Lama.
  • Walker, Samuel et al. (2012) The Color of Justice.
  • Dear Habermas website
  • (optional) Habermas, Jurgen. (1996) Between Facts and Norms.
  • (optional) Minow, Martha. (1990) Making All the Difference.

Materials/Resources:

You must have:
  • a three-ring binder
  • an e-mail address
  • Internet access

Course Objectives

  • Answerability Objective: To master the aesthetic process of answerability and its role in creating an atmosphere of morality and ethics in our institutions and world systems, particularly the educational system. Outcomes: You will participate in class, respecting the answerability of every member of that community, and the aesthetic process of collaborative creation. You are expected to demonstrate active and involved learning. Written expression is as important as dialog participation and other means of expression such as art.

  • Theoretical Objective: To come away from this course with a deep understanding of the role that theory plays in our lives, particularly as it relates to race, crime, law in the United States. To use a vocabulary which permit discussion of theory: race, ethnicity, adversarialism, mutuality, difference, the Other, structural violence, privileging subjectivity, unstated assumptions, relativism, tolerance of ambiguity, inequality, diversity and so forth. Outcomes: Measured by the inclusion of references in written and oral contributions to discourse. During class discussions, you will consider the framing of the facts you cite, the illocutionary discourse in which you must engage to hear one another in good faith, and the importance of such a forum to in depth consideration of issues in "race, crime, law."

  • Visual Objective: To review and evaluate materials on "race, crime, law" by creating a visual presentation of your learning in this course. Outcomes: Toward the end of the semester, you will present one visual project, which reflects your competence and creativity in this course.

  • Praxis Objective: To recognize differences between theory, factual knowledge, and the application and synthesis of that knowledge in praxis. Outcomes: You will apply theoretical discussions to examples within their own institutions and lifeworlds, as they relate to race and ethnicity. Focus on conceptually linking critical race theory to current events and personal narratives shared in face-to-face discussions.


Grades and Grading

Grades can be important feedback when they are collaborative and used as feedback to guide further learning. They are harmful when they become a reified end in their own right. Because I am required by the institution to give grades, there must be a means of your letting me know what you have learned. I expect each of you to communicate with me, so that I come to know you and your learning. Meaningful learning comes when we stretch the corners of each other's mind by looking at these concepts from multiple perspectives that come from our myriad unique experiences.

The six Cs - communication, courtesy, cooperation, consistency, competency, and creativity continue to represent the standards for evaluation. Refer to Evidence of Learning on the Dear Habermas website. Your coursework must show scholarly discipline in conceptually linking your learning to theory, policy, practice through the course readings and discussions.

Ideally, four progress checks throughout the semester are recommended (meeting with the professor every four weeks). A minimum of two progress checks with the professor is required (before midterm and toward the end of the semester).

Measures of Learning

  • First Meeting (includes first half discussion questions, pop quizzes, journal, attendance) --- 10%
  • Second Meeting (includes second half discussion questions, pop quizzes, journal, attendance) --- 20%
  • Visual Project -- Annotated Bibliography --- 20%
  • Visual Project -- Visual Component --- 25%
  • Visual Project -- Overall Learning Self-Assessment -- 20%
  • Class Participation since Second Meeting (discussion questions, pop quizzes, journal, attendance) -- 5%

    Grade Scale

    95-100 = A
    90-94 = A-
    88-89 = B+
    85-87 = B
    80-84 = B-
    78-79 = C+
    75-77 = C
    70-74 = C-
    68-69 = D+
    65-67 = D
    60-64 = D-
    59 and below = F

  • Statement on Plagiarism -- DON'T DO IT!! Give credit to those whose ideas and words you use. Cooperation and sharing in this class will earn you a better grade. Adversarialism is not a part of my teaching. Learning flowers in an environment that permits mutuality to flourish.

    Students with Disabilities - Accommodations should be authorized through the Disability Services Office in WYLL D175, (contact Dr. Renee Sartin-Kirby, Coordinator at 595-2610). Students with disabilities are encouraged meet with me as soon as possible to discuss accommodations

    Deadlines/Due Dates/Meeting Times - All due dates, meeting times, and deadlines are firm. Late assignments will not be accepted. A "no show" will result in an "F" for that particular task.

    Concealed Carry Law - As provided in the 2011Wisconsin Act 35 - Concealed Carry Law, you are notified that firearms are not permitted in the classroom or during class related activities. Anyone found in violation will be subject to immediate removal in addition to academic and/or legal sanctions.

    Communication - It is your responsibility to communicate an emergency and other situations in a timely manner. Communicating your whereabouts is important. Don't be a field mouse.

    Groupwork: You may work in groups on any assignment. Cooperative learning groups are strongly encouraged. You can work with more than one group, and with different groups. All names of active group members should be noted. (Refer to Cooperative Learning on the Dear Habermas website ).


    !!WARNING: THIS IS NOT YOUR TRADITIONAL COURSE WHERE THE PROFESSOR LECTURES WHILE STUDENTS QUIETLY TAKE NOTES. THIS PROFESSOR USES A COOPERATIVE LEARNING APPROACH AS WELL AS SEVERAL EXPERIMENTAL AND INNOVATIVE TEACHING/LEARNING TECHNIQUES. GROUPWORK IS AN ESSENTIAL ELEMENT IN THIS COURSE!

    COURSE OUTLINE

    WeekTopic and Class Preparation Textual Readings
    Week 1
    Introduction W, foreword & preface; D&S, intro & prologue
    Week 2
    The Teaching and Learning Model
    Adversarialism and Mutuality

    **Monday, 9/7 - Labor Day (holiday) - No class
    F, parts 1, 2, & 3
    Week 3
    Adversarialism and MutualityF, parts 4 & 5; W, ch. 1
    Week 4
    Myths and Realities about Race and Crime
    First Meetings begin
    W, ch. 2; D&S, ch. 1 & 2
    Week 5
    Mutuality and a Future
    Race, Ethnicity, Social Structure & Crime
    First Meetings continue
    W, ch. 3; D&S, ch. 3 & 4
    Week 6
    Justice on the Streets?
    **Friday, 10/9 - Annotated Bibliography due
    W, ch. 4; D&S, ch. 6
    Week 7
    Race/Ethnicity & the Courts
    **Friday, 10/16 - Last Day to Drop Course

    W, ch. 5; D&S, ch. 7
    Week 8
    Race and the Courts
    W, ch. 6 ; D&S, ch.8
    Week 9
    Race, Crime, Law in Visual Projects
    **Friday, 10/30 -- Visual Component due
    W, ch.6, D&S, ch 9 & 10
    Week 10
    Race and Sentencing
    The Color of Death
    **Second Meetings begin
    W, ch. 7-8; D&S, ch. 11-12
    Week 11
    Race and Corrections
    **Second Meetings continue
    W, ch. 9; D&S, ch. 13
    Week 12
    Minority Youth and Crime
    W, ch. 10; D&S, ch 14
    Week 13
    The Color of Justice & the Future
    **Wednesday, 11/25 - Self-Assessment due
    ** Friday, 11/27 - Thanksgiving Break (no class)
    W, ch. 11; D&S, ch. 15 ; Fellman
    Week 14
    Race, Crime, Law in "Theory, Policy, Practice"
    all texts
    Week 15
    Summary and Conclusion
    ** Monday, 12/7 - Last Day of Class
    all texts

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