A Jeanne Site
Reading Preparations
California State University, Dominguez Hills
University of Wisconsin, Parkside
Latest update: March 27, 2000
Faculty on the Site.
We're home! jeanne and Pat
Added Thrusday morning:
IRA Proposal
IRA Summary of Support and Signature Sheet
IRA Budget
IRA Budget Notes
IRA Attachments A and BPreventing Youth Violence in Urban Schools, essays. From a site evaluation done by Renee Beck, UWP.
Addtion to Hostile TakeOver of Hampster Dance. Scroll to end of file.
Breaking News! Hostile TakeOver of Hampsterdance URL
New file up, Sunday, March 26: Links to Comments on Six-Year-Old Killing. See particularly the Suggested Project.
See also Comments on Virtual Community Paper given in New Orleans
Added on Monday, March 27: Comments on New Skin, Rehabilitation or Punishment??
WSSA Process Texts are going up, March 27: As quickly as I can, honest.
WSSA Process Text Links Page
Downsizing and Lifetime Learning are up. More soon. jeanneSocial Services InfoNetThis is a free service designed to get you to subscribe to Cambridge Scientific Abstracts, which is expensive. But, if you wander around the site, you'll find lots of links to useful information, particularly if you've waited till the last minute, and need info over the Web and fast. I found this article on Active Aging. It's free, and it's respectable. Active Aging: A Shift in the Paradigm This is not an alternative to the library. It's a quick and dirty way to survive when life happens. Reports available
Parents' Child Care Preferences: Patterns among Welfare Mothers
this has a good set of tables for interpretation.Essay on Violent Social World of Black Men is going up. Will add more.
And there's a review on Ghosts in the Nursery on the antecedents of violence in children, with a newly added set of comments and cautions from Linda Woolf. Good piece for understanding the evaluation of academic and educational authorities.
jeanne's note to students, as she left for New Orleans, last week:
Dear Students: I didn't get the Pass? Prepared? quizzes done. Sorry. But I did try several times to start them. It's just that this wonderful scenario took place with e-mail, and the writer in me couldn't let it go. Read the story of disciplinary power and code. For Love 1A it offers a glimpse of those dealing violently and non-violently with a kind of structural violence. For Juvenile Justice it offers a whole different way to view societal reaction to a violation of norms. Who are the kids in the story? The malfeasors or the academics? For Statistics, think of all the things about the e-mail you'd like to count, and all the dummy tables you could construct. For Women and Crime, notice how crime is defined. These academics are criminologists? Or are they citizens whose primary interest is that rules be followed, preferably correctly? Is there any gender issue that comes up? For the Internet, what does this story tell us about control and the impossibility of controlling the Internet?
When I get good at this, this is how we'll set up all the discussion sessions. With basic questions illustrating the different perspectives brought by the different classes. So I guess I did do at least one pass? prepared? I can't wait to hear your answers next week.
While I'm away, I expect you to read. I believe in reading, remember?
Read Holes, read Buscaglia, read Images of Color, read Unruly Women and, read Code, read Babbie and Halley, chapters five and on, read Girl Gangs, the good part, the part you enjoy reading. Don't read Contemporary Social Theory unless you're enjoying it. I'll put up annotations when I get back, and then it will be easier to read and quicker. Read on the site. Read what I've posted below. Not quite what I intended, but, then, if you want life as it happens, you can't intend too firmly - that's like having expectations: structurally violent.
Most of all, tell me about what you read. If you haven't yet read Measurement of Learning, please do so. It's structurally violent not to use the information your instructor provides. While I'm gone, find a way to tell me what you've learned while I was gone.
- Readings on Structural Violence and Accountability
Comments on Accountability and Equality of Access
This is a complex discussion I would like to see many of you join in. When I get back I'll put up more theory to guide you.
- Setting Aside Expectations Particularly important for Love 1A, since it deals with the problem of the internalization of previous violence, both structural and intentional.
- Restorative Justice as One Aspect of Setting Aside Expectations
The questions and and comments on what we were thinking as we wrote them are based on an Australian experiment with family conferencing as a means of bringing the delinquent adolescent back into the extended family and neighborhood fold. Review the Australian material, and pay particular attention to our comments on control and on good faith.
- Disciplinary Power and Code
Covaleskie speaks of disciplinary power, the power of structural violence, the power of rules, made by those in power that often results in harm to those not in power, without any necessary intent to harm. In today's world we have to look past ordinary rules to code, the rules of programming that run the new electronic world. Read the story of the exchange of e-mail on the American Society of Criminology's almost listserv. Notice where the power lay. Notice how the structural violence played out. Notice that structural violence comes in many shapes and sizes.
- The Ramifications and Internalization of Violence
- Code and Other Laws of Cyberspace
Mind-Candy: William H. Johnson, Black Artist
National Museum of American Art