A Justice Site
CSUDH - Habermas - UWP - Archives
California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: August 24, 2003
Latest update: May 4, 2010
Office: 370 MOLN
Office Hours: MTW 9-10 am & by appointment
Phone: (262) 595-2116
FAX: (262) 595-2471
Class meets MTW 10:30am-1:55 p.m.
Brief Description:CRMJ/SOCA 365 will examine race, crime and law in terms of theory, policy and practice. we will explore the multiple perspectives within the criminal justice process, (i.e., law enforcement, courts, corrections, juvenile justice) as they relate to race and ethnicity. We will focus on the historical past, present-day issues and future directions. Whatever position you take on this subject, the readings in this course should 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.
- Delgado, Richard & Jean Stefancic. (2005) The Derrick Bell Reader.
- Fellman, Gordon.(1998) Rambo and the Dalai Lama.
- Walker, Samuel et al. (2007) The Color of Justice.
- Dear Habermas website [refer to handout]
- (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 (available through the university)
- Internet access (access to PCs in microcomputing labs on campus)
- Answerability Objective: To master the concept of 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 and online discussions, 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 or photography). Silence will not be acceptable, though I am willing to consider a preference for interpassivity.
- Technological Objective: To master the simple use of any computer that happens to be available. Our assignments and readings are on the Internet. Please be sure you know how to access them and to post ot the discussions. Outcomes: You will be expected to access class materials on the Dear Habermas website and to post on our online discussion forum.
- 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 and the 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. In your submissions to our online discussion group and 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 Criminological Objective: To review and evaluate materials on race, crime and the law by creating visual presentations of your learning in this course. Outcomes: You will present at least one visual project to the class, (toward the end of semester). Visual projects should reflect 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 criminological theory to current events and personal narratives shared in face-to-face and Internet 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 we are required by the institution to give grades, there must be a means of your letting us know what you hae learned. We expect each of you to communicate with us, so that we 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 our 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. A minimum of two progress checks with the professor is required (before midterm and toward the end of the semester).
The minimum requirements for a course grade of "C" are: 1) the completion of all discussion questions, 2) participatory class attendance (not only attending but participating in class discussions), and 3) at least a "C" average in pop quiz grades (to note "do not count" on a majority of pop quizzes is below average).
Measures of Learning
First Half of the Semester Self-Assessment (20%) Midterm Progress on Visual Project (10%) Second Half of the Semester Self-Assessment (30%) Visual Project (plus assessment) (40%)
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 our teaching. We believe that learning flowers in an environment that permits mutuality to flourish.
Students with Disabilities - Students with disabilities are encouraged meet with me as soon as possible to discuss accommodations. Accommodations should be authorized through the Disability Services Office in WYLL D175, (contact Dr. Renee Sartin-Kirby, Coordinator at 595-2610).
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.
Communication - It is your responsibility to communicate an emergency and other situations in a timely manner to the professor. Communicating your whereabouts is important. Don't be a field mouse.
Groupwork: You may work in groups on any or all exercises or assignments. 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 recorded as indicated on the exercise material. (Refer to Cooperative Learning on the Dear Habermas website ).
THIS IS A FOUR-WEEK INTENSIVE COURSE (SIXTEEN WEEKS OF COURSE MATERIALS IN ONE-FOURTH OF THE TIME). IN OTHER WORDS, THIS COURSE REQUIRES A GREAT DEAL OF TIME AND ATTENTION; FOR EXAMPLE, IF YOU MISS ONE DAY OF CLASS, IT IS EQUIVALENT TO ONE TO TWO WEEKS OF MATERIAL PRESENTED DURING A REGULAR FULL SEMESTER COURSE.
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!
Date Topic and Class Preparation Textual Readings Monday, 5/17 Introduction
Adversarialism and Mutuality
W, foreword & preface; D&S, intro & prologue F, parts 1, 2 & 3 Tuesday, 5/18 Adversarialism and Mutuality F, parts 4 & 5; W, ch. 1 Wednesday, 5/19 Myths and Realities about Race & Crime W, ch. 2; D&S, ch. 1 & 2 Monday, 5/24 Mutuality and a Future
Race, Ethnicity, Social Structure & Crime
W, ch. 3; D&S, ch. 3 & 4 Tuesday, 5/25 Justice on the Streets? W, ch.4; D&S, ch.6 Wednesday, 5/26 The Courts
Race, Crime, Law @ Midterm
** Due: Midterm Progress on Visual Projects
** Due: First Half Self-Assessment
**Friday, 5/28 - Last Day to Drop Course
W, ch. 5; D&S, ch. 7 & 8 Monday, 5/31 No Class - Memorial Day ----- Tuesday, 6/1 Justice on the Bench?
Race & the Composition of Juries
Race and Sentencing
W, ch.6 & 7,
D&S, ch. 8. 9. 10 & 11
Wednesday, 6/2 The Color of Death
Race & Corrections
W, ch. 8 & 9; D&S, ch. 12 & 13 Monday, 6/7 Minority Youth and Juvenile Justice W, ch. 10; D&S, ch. 14 Tuesday, 6/8 The Color of Justice: Future Directions
Race, Crime, Law in Theory, Policy, Practice
** Due: Visual Projects
** Due: Second Half Semester Self-Assessment
W, ch. 11; D&S, ch 15 Wednesday, 6/9 Relating Race, Crime, Law to Theory, Policy, Practice
The Teaching/Learning Model Revisited
Summary and Conclusion
** Last Day of Class
all texts Site Copyright: Jeanne Curran and Susan R. Takata and Individual Authors, August 2003.
"Fair use" encouraged.