A Justice Site
Mirror Sites:
CSUDH Habermas UWP
California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: May 14, 2001
Latest update: May 14, 2001
jeannecurran@habermas.org
From upper right hand corner clockwise: Gale Horton, Nyree Berry, Jaime Shepherd, Thynesia Harris, Patrice Meighan, Rebecca McLaughlin, Patricia Alexander, Marlene Boykin.
Copyright: Jeanne Curran, Susan R. Takata, and individual contributors, May 2001.
"Fair Use" encouraged.
On April 30, 2001, a Final Report of Learning for the Western Social Science Association Meetings, in Reno, was presented to the Chancellor of the University of Wisconsin, Parkside. The report averaged about 100 pages. We, at CSUDH, shall be brief.
Our theme this year was "Sharing a New Approach to Theory Building and Learning." We have managed, over the last two years, to expand the Moot Court model to include the professional presentation of social justice issues at professional conferences.
Most recently the eight students shown above attended the Western Social Science Association's for a three-day session in which they presented papers, discussed issues of critical theory, alterity, post-colonialism, and shared face-to-face interaction across the country. Gale Horton and Rebecca McLaughlin, along with their Professor, Susan R. Takata (CSUDH, B.A. in Sociology, 1976) joined us from the University of Wisconsin, Parkside. The other six students: Nyree Berry, Jaime Shepherd, Thynesia Harris, Patrice Meighan, Patricia Alexander, and Marlene Boykin, joined Jeanne Curran and Patricia Acone, from California State University, Dominguez Hills, at the Reno meetings. Western Social Science Association
The papers were presented at Session 21: Interrelating Theory, Policy, Practice: An Examination of Habermas and Other Critical Theorists. And at Panel 14: New Ways of Learning: An Interactive Teaching/Learning Model from the Student Perspective. Copies of the UWP papers are available in the UWP Final Report, and the CSUDH panel presentation is presented in Grounded Theory: The Early Stages, on the Dear Habermas Site.
The presentations at WSSA were:
- New Ways of Learning: An Interactive Teaching/Learning Model from the Student Perspective, Gale Lloyd-Horton and Rebecca McLaughlin.
- The Travails of a Traditional Student in Postmodernism, Rebecca McLaughlin and Gale Lloyd-Horton.
- Transforming Dominant Discourse of the University for the Senior Adult Student, Marlene Boykin.
- Cooperative Curriculum Design for Lifetime Learning, Bobbi Martin.
- Providing a Forum in which to Learn Discourse Skills, James T. Speed and Jaime Shepherd.
- Structural Violence and Alterity, Thynesia Harris.
- Model for a Domestic Violence Prevention Program, Patrice Meighan.
- Finding New Academic Pathways, Nyree Berry.
- The Self Esteem that Comes with Removal of Structural Violence, Patircia Alexander.
American Society of Criminology
In November of 2000, Susan Takata and Jeanne Curran, and CSUDH students, James T. Speed, Jerry Gilmore, and Marlene Boykin, presented professional papers at the American Society of Criminology in San Francisco.
The presentations at ASC were:
- Intertextuality as a Tool for Information Distribution, Jeanne Curran and Susan R. Takata with Joanna Carillo (CSUDH) and Adriane Pool (CSUDH) and Michael Planck (CSUDH), James T. Speed (CSUDH), Jerry Gilmore (CSUDH), Marlene Boykin (CSUDH).
- Excluded Identities and Structural Violence, Jeanne Curran and Susan R. Takata
American Sociological Association
Jeanne Curran and Susan Takata will be presenting a paper and a round table session at the American Sociological Association Annual Meetings in Anaheim in August 2001. Already Michael Briggs, Jaime Shepherd, Marlene Boykin, Michael Planck, Tina Juen, and others are planning to join them at their round table session.
This spate of student professional performances is perhaps the best illustration of our new approach to theory building and learning. Instead of locking our students into pre-professional preparation of discrete papers, such as are traditional, we invite many students to share the preparation and presentation of cooperative papers. Throughout preparation, students discuss the social issues in classes, sharing the benefit of their efforts. This has produced intertextual pieces, more manageable than entire articles, and yet legitimately adding to the textual information traditionally used in the classroom. This technique has led to much greater student participation in theoretical and policy writing, and has greatly enhanced our teaching.