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 11, 2003
Latest Update: December 4, 2003
The following categories and timelines were set up to help guide you through a reasonable scheduling of the course preparations and your measurements of learning. Few of us in today's fast track are reasonable. But having a schedule to react against is sometimes a solace. We have tried to indicate our minimal requirements for passing the course. Getting a B or an A, as in any course, depends on doing exceptional work. Your actual preparations and your grade are up to you. Sometimes it makes more sense to take a B, and live your life more fully. For many of us, these are "the good old days." Our respect for you and your right to answerability does NOT depend on your grade.
There are numerous examples of how to submit and edit your submissions, oral or written, if you want to improve your grade.
Because so much of our work is up online you have more latitude to adapt your learning to your lived experience. That doesn't mean that you should wait until the last week of school to focus on this course. At that point you may not like our answer. Remember, dialog is a two-way or multi-way discourse, not monologic. And if you leave all your work until the last week, you don't leave us much room for answering, and you're not likely to have aesthetically produced a network relationship that you can depend on for support. Worse, such a use of your time would suggest you haven't learned the basic lessons of the course.
Weeks 13, 14, 15 and 16:
Looking for the discussion questions? Go to Feminist Criminology or Crime Typologies or Theory, Policy, Practice Revisited or Teaching/Learning Revisited .
You should know:
- what feminist criminology theories are.
- how feminist criminology relates to policy and practice.
- what the various crime typologies are, and how would the strain theorist, labeling theorist and Marxist would explain such typologies.
- what crime and delinquency prevention programs are the most successful and which criminological theories were applied.
- how to go from theory to policy to practice and vice versa.
- how to explain the teaching/learning approach to a new student.
You should be able to:
- explain the major concepts associated with feminist criminology.
- critique feminist criminology.
- identify some contemporary applications of feminist criminology.
- explain what crime typologies are.
- identify which criminological theory is at the foundation of successful and not-so-successful crime and delinquency prevention programs.
- identify the key concepts associated with this teaching/learning model.
- explain to a new student what "aesthetics of answerability" is.
You should know:
- social differentiation
- female passivity
- gender inequality
- economic marginalization
- violent crimes
- property crimes
- victimless crimes
- white collar crimes
- program success
- recidivism rates
- crime and delinquency prevention
- crime and delinquency intervention
- aesthetics of answerability
- taxonomy of learning
- external vs. internal motivation of learning
You should recognize the names of:
- Freda Adler.
- Dorie Klein.
- Alfie Kohn.
You should have thought about:
- the interrelationship between "theory, policy, practice" and feminist criminology.
- a critique of feminist criminology.
- how the strain theorist, labeling theorist and Marxist explain the causes and "cures" (solutions to) the various crime typologies.
- crime and delinquency prevention and what are the underlying criminological theories.
- how is program success determined.
- how is the recidivism rate calculated.
- how you adjusted to the teaching/learning model.
- how to explain this teaching/learning model to a new student.