A Justice Site
CSUDH - Habermas - UWP - Archives
California State University, Dominguez Hills
University of Wisconsin, Parkside
Soka University Japan - Transcend Art and Peace
Created: July 27, 2003
Latest Update: March 25, 2004
You will be held accountable for purposes of grading for the readings and exercises listed here. There will be no "testing." That means that you will not have to live in anxious anticipation of what we will ask and how much you will have to know. Instead, we will provide weekly discussion questions, lectures, essays, and concepts we feel that you should know as a result of having taken this course. You will assure us of that learning and receive your grade for the questions and concepts about which you choose to write and talk with us. In addition you will find detailed explanations and examples on our grading policies in the first week's reading.
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Week 10: Week of March 21, 2004
Topic: Semiotics and Latinos/Latinas
- Arrigo. Social Justice, Criminal Justice - Chapter 7 .
- Mann and Zatz. Images of Color, Images of Crime -- Chapters 4 and 9.
- Documentary: "Latin and African Americans: Friends or Foes?"
Lecture related links:
- Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.
- "They Ain't Us: Identity as an Anti-Norm"
- W.I. Thomas "Definition of the Situation
- Links to the Sociology of Law Handbook readings
-- Chapter 1, part 1
-- Chapter 1, part 2
-- Chapter 2
Concepts/individuals to be covered:
- "justice," justice and JUSTICE
- media event
- "Cholo" style
- What is semiotics and justice? What is Manning trying to tell us?
- How does the Latino/Latina experience relate to semiotics and justice? Using this week's Latino/Latina readings, provide an example of "justice," justice, and JUSTICE.
- According to Luis Rodriguez, why does violence make sense in today's society? (from M&Z).
- What movies and/or television programs have you seen recently in which Latino/a stereotypes discussed in Mann & Zatz were depicted? Describe them. Were any of the images different, and if so, in what way? What inferences can you make if they have not changed? (from M&Z).
- Explain what is meant by the statement, "The color of skin is the color of crime." Do you agree with this statement? Why or why not? (from M&Z)
Suggested Creative Measures:
- Relate the current presidential campaign (or other statewide or local campaigns) to some of the issues mentioned in this week's readings.
- Beyond examples discussed in class, examine how the mass media portrays Latinos/Latinas as discussed in the Arrigo chapter on semiotics.
- Read one of the recommended books listed below on Latinos/Latinas. Email me a brief book review.
- Examine the stereotypes and the stereotyping of Latinos/Latinas. Select on stereotype and trace how and why this stereotype has changed from the past to present day?
- Trace either prime time television or movie images of Latinos/Latinas from past to present.
- Research one of the following Latinos/Latinas: Reies Tijerina, Cesar Chavez or other prominent Latino/Latina figures.
- Trace the historical and contemporary origins of the Brown Beret.
- Explore some of the political and economic strategies used by Latinos/Latinas (i.e., boycotting, strikes).
Luis Rodriguez. Always Running: La Vida Loco, Gang Days in L.A..
Rudolfo Acuna. Occupied America: A History of the Chicanos. [has not been released yet]
Susan Berk-Seligson. Bilingual Courtrooml.
Richard Rodriguez. Hunger of Memory.
Joan Moore. Going Down to the Barrio: Homeboys and Homegirls in Change.
Joan Moore. Homeboys: Gangs, Drugs, and Prison in the Barrios of Los Angeles.
----- . The Chicano Manifesto .