Link to What's New This Week CRMJ 352: Law and Social Change.

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Law and Social Change Preparations
Spring 2004

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California State University, Dominguez Hills
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Created: July 27, 2003
Latest Update: April 3, 2004

E-Mail Icon jeannecurran@habermas.org
takata@uwp.edu

Site Teaching Modules CRMJ 352: Law and Social Change
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 11: Week of March 28, 2004

    Topic:Constitutive Criminology and Latinos/Latinas

    Preparatory Readings:

    • Special Note: The Final Absolute Deadline to submit all course related materials is Friday, April 23rd, 10 a.m. central time. After this deadline, new materials, email dialogues, etc. will not be accepted.
    • Arrigo. Social Justice, Criminal Justice - Chapter 8 .
    • Constitutive Criminology at Work
    • Mann and Zatz. Images of Color, Images of Crime -- Chapters 14 and 19.
    • Interpassivity
    • Documentary: "hablas ingles?"
    • Guest Lecturer: Sammy Rangel (Friday, April 2nd)

    Lecture related links:


    Concepts/individuals to be covered:

    • postmodern
    • politics of difference
    • integrative-constitutive theory
    • U.S. English Only movement
    • "Proposition 187
    • Latino gangs

    Discussion Questions:

      Note: In order to answer these discussion questions, you must view the documentary, "hablas ingles?" to be shown in class.

    1. Why is it important to understand socially constructed differences when considering social justice in a postmodern society? Provide examples of how these differences build toward inequalities. (from Arrigo, p. 173, Q. 5)

    2. What social and criminal justice policy implications follow from an integrative-constitutive theory of crime and social justice? Why does social justice require more than fixing the criminal justice system? (Arrigo, p. 173, Q.6).

    3. How does the documentary, "hablas ingles?" relate to constitutive criminology? Why.

    4. Do you think Proposition 187 and the English Only movement are examples of immigrant bashing? Why. (from M&Z)

    5. Do you think English should be the official language of the United States? Why. (from M&Z).

    6. Based on the images discussed in this chapter, can Latinos and other minorities ever receive equal justice? Also, how can you, as a possible future employee within the criminal justice system, help deal with these images? (M&Z)


    Suggested Creative Measures:


    • new Examine the U.S. English Only movement. Should the official language in the United States be English? Why or why not. Critique the arguments on both sides of the issue.
    • new Explore one of the following issues: 1) Proposition 187, 2) Latino gangs, 3) bilingual education.
    • 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).

    Recommended Readings:


    • new Sandra Cisneros. House on Mango Street.

    • new Sandra Cisneros. Woman Hollering Creek: And Other Stories.

    • Luis Rodriguez. Always Running: La Vida Loco, Gang Days in L.A..

    • Rudolfo Acuna. Occupied America: A History of the Chicanos.

    • Susan Berk-Seligson. Bilingual Courtroom.

    • 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.

    • Armando Rendon. (not sure) The Chicano Manifesto .






E-Mail Icon takata@uwp.edu

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