A Justice Site
A Justice Site
Current Issue:
Volume 18, No. 2, Week of September 1, 2003
jeanne's schedule - Susan's schedule 
NEW
Pat's schedule - About Us - Class Materials - Open Access
Previous Issue: Volume 18, No.1, Week of August 25, 2003
Mirror Sites: CSUDH - Habermas - UWP
TOPICS INDEX - SITE MAP - SITE INDEX
KIDS, Etc. - ARCHIVES - Daily Site Additions
Amazon.com - Academic Resources
California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan, Transcend Art and Peace
Latest Update: August 29, 2003
jeannecurran@habermas.org
takata@uwp.edu
What I Learned in School Today . . . jeanne
Community: WE CAN DO IT!
What I Learned in School Today
I learned that I like school . . . Let me count the why's . . .
By the Social Agencies: Practice and Power Class, Thursday, August 28, 2003.I learned that I like school
Because Michael shared his boat, and I could imagine sailing away
(That's Michael and his boat in the upper right corner of my painting.)
Because Sheryell shared a big old poster-size photograph of her son
And cautiously told us how she loved him
And how proud she was of his grabbing challenge and winning
And we cautiously responded that that made us feel good.
(That's Sheryell and her son on the left hand side)I learned that I like school
Because Zerrona searched and searched
From mirror site to mirror site
And couldn't find the Syllabus
So she EEK!ed
Which is exactly what she should have done.
She couldn't find it,
Because jeanne hadn't got it up yet.
(That's Zerrona over in the right lower corner.)I learned that I like school
Because Denice rushed to share her own problems
Almost the opposite to Sheryell's
Denice is the one who's facing challenge
And her husband and children reach out to her
To see her all the way through school.
(That's Denice over on the right in shocking pink, holding a graduation photo of one of her kids.)I learned that I like school
Because Lesley wasn't going to let go of her questions
Until she got the answers she needed.
And we all felt better when we had a better sense of who we were and what this class was about.
(That's half of Lesley's head down in the lower left-hand corner.)I learned that I like school
Because Rosemary understood the pain of a child that's ill
And shared with us her family's concern
Over her twelve-year old grandson.
I didn't like at all that Ritalin may have caused some part of his illness
Because I think that medicine and education and work should do no harm.
And I did like that now we know that all these issues hold real meaning for us this semester.
(That's Rosemary holding onto her little grandson in the center.)I learned that I like school
Because we ARE the school and we ARE the community
And listening to one another scares me just like it scares you
But when we hear each other
We begin to see what humans have in common: us, the community.
But I learned that I like school most of all
Because so many of you came up to ask
If you'll have a chance to share next week.
You bet you will.
BecauseShow and tell is a very important part of helping higher education do no harm. love and peace, jeanne
Acting as class secretary.These are the feelings and thoughts I took with me yesterday when I left school. That doesn't mean the traffic was any better. It doesn't mean I'm any less horrified at how many lectures I have yet to get up. It doesn't mean that everybody in these classes, including me, is going to be raring to jump into the class theory every day. It means that I understand after three days with you that we can build communities in which we like each other, in which we help each other, and in which even those who'd rather be at the beach discover they can do statistics or whatever. We do have agency and decision-making power over our own lived experiences, at least some power. Or as Susan Fellows always quotes a traffic school instructor: "Misery is optional."
For further contributions and theory on this issue of learning identity and the community, see Lived Experiences.
* * * * *
Left/Right Perspectives - Cursor - New York Times
Arts and Letters Daily - The Economist - The Guardian
Wall Street Journal -The Weekly Standard - The Nation
Los Angeles Times - Chicago Tribune - The Washington Post
Cursor's Al Jazeera Archive - Ha'aretz - Palestine Monitor
Indymedia - BBC News - New Profile - Progressive Sociologists Network
August 30, 2003. The Syllabi: I'm trying to clean up the syllabi and preparations, and get up a few more lectures. Last night Hollywood suffered a blackout. That didn't really cause too much harm, I was pretty much ready to quit anyway, but it was such a good rationalization that I was sure the Wolf Man would have wanted me to use it.
- August 31, 2003. I had to use a MOUSE!:
Yesterday I managed to get up the agency syllabus and preparations. Assume errors if something doesn't make sense, but at least that's progress. And this morning I managed to fix my graphics tablet. I actually painted yesterday's painting for the lecture on answerability and hierarchical institutions with a MOUSE. By the time I went to bed last night I couldn't move my right hand at all. It was all curled up hissing at me. But now I have my graphics tablet again.
- August 31, 2003. A CAR! A CAR!:
And last night Arnold came home with a RED NAVIGATOR! I have a car again. No Orange Hummer, which was his real dream, but at least the Navigator will hold his huge telescope, so maybe now he can finish his telescope project, and we can get it out of the garage, where everyone falls over it. And maybe I can start pouring metal sculptures again. Michael, we did look at the little Mini-Cooper, but the telescope would have had to run alongside. Meanwhile our little cat, King Tut, is hiding under the house, peeking out at the great red monster that has invaded what he thought was his space. Guess I'll have to get on with his human history lessons to the part where girls not only can be unplugged from their computers, but can drive big old monsters, too. Life is tough for a little cat.
King Tut: But why does she need a car? Isn't she supposed to take care of me?
Perspective, It's All in Your Perspective Discussion Question: Can you conceptually link perspective to answerability in this situation? Can you link consensus?
Merriam-Webster Dictionary Search: Dictionary of Critical Sociology
Maintained by Robert E. Mazur, Associate Professor, Iowa State University, Sociology.Words of Art: Front Page
Wonderful Fine Arts dictionary at Okanagan University College in Canada.
Will cover many of the terms social theory shares with literary theory.Today's Word: From the Word.A.Day Site
Peace and Social Justice
- September 3, 2003. Labor:
CitiBank and Bank of America and Middle-Class Jobs By Lawrence Gray, CSUDH. Great oral submission. Notice that there are other ways to communicate your learning besides writing. jeanne
- September 3, 2003. Normative Expectations:
Normative Expectations and Knowingness Very good submissions by two students on normative expectations and dominant discourse. Good check on whether you're comfortable defining these concepts.
- August 31, 2003. Family and Family Values:
New York Times Article on Gay Marriage in Canada . . . Backup More soon. See also Index on Gay Marriage Also note that an In the Life Family Law program will be on KCET Sunday, September 14, 11:00 p.m..
- August 31, 2003. Visual Sociology:
Art and the Workers of City Water Tunnel #3. See also City Water Tunnel # 3 Performance Art by Marty Pottenger. This project begins to show how the aesthetic process of answerability fits into our ways of knowing.
Dialogic Answerability in the Hierarchical Institution- August 31, 2003. Answerability and Morality in Bureaucratic Institutions: Lecture: Dialogic Answerability in the Hierarchical Institution I wrote this for the Agencies class, but it's part of the underlying theory for all of us. I'll alter the Discussion Questions to fit each of your other classes, but the lecture is a good place to start.
* * * * * Emancipatory Narratives
- Monday, September 1, 2003. On Submissions and Answering the Questions.
Discretionary Time and the Fast Track By Maisha Jones. This is a great example of an A submission with a few extra answers to discussion questions tacked on. Please read it, and my admonition not to answer all the questions. jeanne
- Friday, August 29, 2003. Narratives of Learning Identity:
Sharing Experiences of The Narrative Identity of Learning By Michael Griffin, CSUDH. Sample of an A submission.
- Friday, August 29, 2003. The Climate of Learning:
Creating a learning Community By Rosemary Hilden and Ruby Naba, CSUDH. Sample of anotehr A submission.
- Update for Young People I'll catch up with these when our Fall class stuff is done. jeanne
- Update on Health
- Update for Seniors
- Syllabus for Agencies, Soc 328-01, CSUDH, Fall 2003
- Agency Preparations
- Agencies: Minimal Requirements for Weeks 1 and 2
- Academic Assessment Forum for Us to Dialog about Your Learning
- Temporary files of material to go into Agencies class preps.
- Syllabus for Corrections, UWP, Fall 2003
- Correction Preparations
- Corrections: Minimal Requirements for Weeks 1 and 2
- Syllabus for Criminology, UWP, Fall 2003
- Criminology Preparatiions
- Criminology: Minimal Requirements for Weeks 1 and 2
- Sylabus for Sociology of "Knowingness," CSUDH, Fall 2003
- Knowingness Preparations
- Knowingness: Minimal Requirements for Weeks 1 and 2
- Academic Assessment Forum for Us to Dialog about Your Learning
- Temporary files of material to go into Kowingness class preps.
- Syllabus for Media, Crime and Criminal Justice
- Media, Crime and Criminal Justice Preparations
- Media Preparations: Minimal Requirements for Weeks 1 and 2
- Statistics Preparations
- Statistics: Minimal Requirements for Weeks 1 and 2
- Academic Assessment Forum for Us to Dialog about Your Learning
- Temporary files of material to go into statistics class preps.
- Theory Preparations
- Theory: Minimal Requirements for Weeks 1 and 2
- Academic Assessment Forum for Us to Dialog about Your Learning
- Temporary files of material to go into theory class preps.
Thesis Projects:
