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Susan Takata

Classes:
Sociology of Law
Corrections
Law and Social Change
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Prof. Takata.
Department of Criminal Justice
University of Wisconsin, Parkside
Latest Update: February 21, 2002

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    All UWP Classes, Announcements
    • Friday, March 1st - Exam 1
    • Friday, March 15th - Last Day to Drop Class
    • March 17-23 - Spring Break
    • new Friday, March 29th, beginning of class - 2nd grid form & ROL due
    • Friday, May 3rd, beginning of class - FINAL ABSOLUTE DEADLINE
    • Friday, May 10th - Last Day of Class

    • Criminal Justice Association News

      Check the Criminal Justice Department web page for future club announcement.

    All UWP Classes, Spring 2002 Report of Learning (ROL)

    All UWP Classes, web assigned readings: All UWP Classes, field trips:

      TBA

    Sociology of Law (SOCA 359)
    • Course Syllabus

    • Self-Tests/Pass-Prepared Exercises (all exercises are due no later than 10 a.m. central time on the date noted)

      • Law, Status, Wealth and Power (due Wednesday, February 27th). 1) The judge seems to be saying at the end of his opinion that the result is legally correct, but ethically wrong. What rules of law kept him from reaching the opposite conclusion? What interests stand to benefit most from such rules of law? (Bonsignore, p. 112, Q.1) 2) At the most General Motors stood to pay $23,600 to Streich. So why all the commotion and high-priced legal talent? (Bonsignore, p. 113, Q.6). 3) ... What modern-day parallels do you see to the driver-slave relationship? What difficulties would there be for slavery or for the modern organization were there no such relationships? Compare the position of the driver with the position of the doorkeeper in Kafka's parable "Before the Law." (Bonsignore, p. 117-118, Q. 3). 4) Were you to find yourself in a culture and economy with only four organizational positions -- master, overseer, driver, or slave -- which position would you prefer? Before jumping to the conclusion that the answer is obvious, consider the nature of each role and how you would be able to act and be expected to act in each. (Bonsignore, p. 118, Q4a). 5) Should the phrase "wages, hours and other terms and conditions of employment" be broad enough to include bargaining about total or partial plant closings? (Bonsignore, p. 129, Q. 2). 6) ... Using the various readings found in this chapter, evaluate the Marxian thesis. (Bonsignore, p. 140, Q.4).

      • new Law and Popular Will (due Friday, March 8th). 1) What is the relationship between anarchy and democracy? (Bonsignore, p. 153, Q.7). 2) Make an inventory of articles from a newspaper relating to state law or institutional rules and policies. Assess whether the writers are calling for more law, less law or different law. How anarchical does your inventory suggest people to be? (Bonsignore, p. 153, Q.10). 3) Here there are two characters. What does the description of each tell us and how might we use Kafka's insights to better understand power and the lack of it? (Bonsignore, p. 157, Q.1). 4) Return to the epigram at the start of this chapter that describes a peasant who bows deeply and then silently farts. What does this epigram tell us about power relationships? What might the king's reaction to learning that the peasant's bow was followed by a fart? (Bonsignore, p. 157, Q.2). 5) There is also tension between the medical community and drug law enforcers. Does marijuana have proven therapeutic uses, or is the California referendum just a way to begin to legalize marijuana? ( Bonsignore, p. 163, Q.2). 6) There is a battle over sexual preferences taking place in churches, in schools, and in the courts. What should be the place of legal institutions in cultural battles? Before concluding that the courts should stay out of them, remember from our earliest case study that nonintervention is never neutral. (Bonsignore, p. 172, Q.5).

      • new Feminism/Habermas (due Friday, March 15th). 1) ... How can legal regulation or company policies be drawn in order to both take into account manifest industrial hazards AND avoid discrimination based on gender or the possibility of pregnancy? (Bonsignore, p. 188-189, Q.1). 2) What transformation in feminist analysis of gender would be required? (Bonsignore, p. 200, Q.2). 3) If there are groups or situations for which the law does not produce just results, then do we lose legitimacy? Do we lose some of our social integration? And at what point does that become critical? 4) According to Habermas, what is a fact and a norm? What is the tension between facts and norms? Provide your own example. Note: In order to answer the last two questions, you need to read the early chapters of "The Sociology of Law Handbook" linked below.


    • Special Announcement
      --- Friday, March 1st - Exam 1
      --- new Friday, March 29th - 2nd rol & grid form due

    • Exam 1 Study Questions
      ---1. Unlike Llewellyn, Frank believed that for all their professional training and case study, judges make decisions just as ordinary people do, although they have much fancier ways of dressing their decisions up. What do you see to be the political implications of regarding judges as ordinary mortals? (from Bonsignore, pp. 27-28, Q. 6). Do you agree with Llewellyn or Frank? Why. And finally, how does all this relate to Kingsbury's statement:" Law is what is read, not what is written," (Bonsignore, p. 21)? Why. Provide examples from the readings or other class materials.
      --- 2. Holmes once said, "The life of law has not been logic, it has been experience." What did he mean by this? What is the case method? Evaluate its strengths and weaknesses. How valuable is the case method approach today? Why. Provide examples from the readings or other class materials.
      --- 3. According to Kafka, what is the central problem of law and what are the obstacles to its resolution? (Bonsignore, p. xix, Q.1) Why. Provide examples from the readings and other class materials.
      --- 4. In an earlier edition of the Bonsignore text, he notes, "Rule lovers drive toward certainty only to be brought up short by difficulties of interpretation and vagaries of fact. Students of discretion find choice everywhere but neglect constraint, not only from rules but also from the pressures of context." What did Bonsignore mean by this? In examining today's legal system, is the tendency toward rules or discretion? Why. Finally, do you consider yourself a rule lover or discretion lover? Why. Provide examples from the readings and other class materials.
      --- 5. What is law? What is the relationship between law and society? Why. How does all this relate to "theory, policy, practice?" Why. To better illustrate your argument, provide examples from the readings and other class materials in your essay.

    • Recommended Readings
      --- new "Who's Habermas? Why Habermas?"
      --- Jeffrey Reiman The Rich Get Richer and the Poor Get Prison.
      --- Jurgen Habermas. Between Facts and Norms.
      --- Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.

    • Important Class Related Links
      ---new "Who's Habermas? Why Habermas?"

    • Links to the Sociology of Law Handbook readings
      -- Introduction
      -- Chapter 1, part 1
      -- Chapter 1, part 2
      -- Chapter 2


    Corrections (CRMJ/SOCA 363)

    • Course Syllabus

    • Self-Tests/Pass-Prepared Exercises (all exercises are due no later than 11 a.m. central time on the date noted)

      • Prison Guards (due Monday, February 25th). Note: Relate your answers to the documentary, "Quiet Rage" to be shown in class. . 1) Compare and contrast the Haas and Alpert articles on prison guards and staff members to what Hassine describes in his book. What are the differences? What are the similarities? 2) What are some of the difficulties confronting today's prison guards and staff members? Why. What might help to overcome these difficulties? Why.

      • new Courts & Corrections (due Monday, March 4th). Note: Relate your answers to the documentary, "Hard Time" to be shown in class. 1) How have offender rights been developed by the courts? What is the interrelationship between "theory, policy, practice" when it comes to courts and corrections? 2) Do prisoners give up their rights and privileges as punishment for the crime(s) committed? How do we balance between the protection of the prisoner's rights and the commuity's need to punish? 3) What did you like best about Hassine's Life Without Parole? What did you like least about the book? Why. 4) How does Hassine's conclusion relate to "courts and corrections?" Do you agree with his conclusion? Why.

      • new The Rehabilitation Debate (due Friday, March 8th) Note: Relate your answers to the documentary, "Prison Gangs and Racism" to be shown in class. 1) Who is the typical inmate in Supermax prisons? 2) Why does the Supermax prison provide the best metaphor for moral bankruptcy about crime and corrections? 3) Based on the readings and other materials, does rehabilitation work? Why. 4) What are the arguments on both sides of the rehabilitation debate? Which side do you take? Why.



    • Exam 1 Study Questions
      --- 1. (As promised) in examining the "History of Corrections in America" handout, what would be the correctional model that best depicts the period from the 1990s to date? Why. Incorporate examples from the readings into your argument.
      --- 2. The four goals of criminal sanctions are retribution, deterrence, incapacitation and rehabilitation. Discuss each of these goals. Which goal is the most dominant today? Why. Provide examples from the readings and other class materials.
      --- 3. Based on the readings and other class materials, compare and contrast "who goes to prison?" with "who belongs in prison?" What does this tell us about the interrelationship between "theory, policy, practice?" Why.
      --- 4. How does "doing time" as explained in the Haas and Alpert book compare with the experiences of Hassine? Why. What does this tell us about "theory, policy, and practice?" Why. Be sure to provide examples from both books.
      --- 5. Based on Life Without Parole, do you think "the punishment fit the crime" for Hassine? Relate you answer to the interrelationship between "theory, policy, practice." Why.

    • Special Announcement
      --- Friday, March 1st - Exam 1
      --- new Friday, March 29th - 2nd rol & grid form due

    • Recommended Readings
      --- Leonard Peltier. Prison Writings.
      --- Rubin "Hurricane" Carter. The Sixteenth Round.
      --- The Autobiography of Malcolm X.
      --- Jack Henry Abbott. In the Belly of the Beast.
      --- James Austin & John Irwin. It's About Time: America's Imprisonment Binge

    • Interesting Links

      Maricopa County Sheriff's Office Jail Cam Link. Link found by Mary Frances Chachula.
      Wisconsin Department of Corrections
      Virtual Prison Tour



    Law and Social Change (CRMJ/SOCA 352)

    • Revised Course Syllabus

    • Self-Tests/Pass-Prepared Exercises (all exercises are due no later than 1 p.m. central time on the date noted)

      • Peacemaking Crim and the Color Red (due Wednesday, February 27th). The documentary, "Incident at Oglala" will be shown in class. 1) After viewing "Incident at Oglala" how might peacemaking criminology be applied? Would it work? Why. 2) In what respects may peacemaking be said to be both a more pessimistic and optimistic approach to social control than warmaking? (Arrigo, p. 69, Q.6). 3) Where might you begin to try making peace? (Arrigo, p. 69, Q.7). 4) Is Leonard Peltier guilty or not guilty? Why. 5) What makes American Indians different from other racial groups in America? (M&Z, p. 56, Q.1). 6) What is meant by a dual justice system? Provide a detailed definition of both paradigms. Then compare and contrast the competing paradigms. Finally, discuss the implications of this dual justice system.

      • new Prophetic Criticism and the Color Black (due Monday, March 4th). 1) What is prophetic criticism? (Arrigo, p. 89, Q.1). 2) What role do individuals assume in creating and sustaining prophetic justice? (Arrigo, p. 89, Q.7). 3) Mann & Zatz state: "... It is striking that all of the authors in this section share a common ideological thread: the unwarranted stigmatization of African Americans, especially African American males, through the use of assumptions about urban violence (although a majority of the inner-city Afircan Americans are nonviolent) and drug involvement (although the majority of African Americans do not use drugs)," (p. 74). Why do these "unwarranted stigmatizations" persist? 4) Based on Chapters 6 & 7 in Mann & Zatz, what is the solution to alleviating racist stereotyping? Why.

      • new Derrick Bell (due Monday, March 11th). 1) What was your "gut-level" reaction to the "Racial Preference Licensing Act?" 2) What was the author trying to tell you? Why. 3) What part of this article did you agree with the most? the least? Why. 4) How does this article relate to law and social change? to "Minow's "dilemma of difference?" to "theory, policy, practice?

    • Special Announcements
      --- Friday, March 1st - Exam 1
      --- new Friday, March 29th - 2nd rol & grid form due

    • Exam 1 Study Questions
      --- 1. Of all the theories covered so far -- Marxist criminology, socialist feminism, critical race theory or peacemaking criminology -- which theory makes the most sense in terms of "law and social change"? Relate your response to "theory, policy, practice." Why. Be sure to provide examples from the readings and other class materials.
      --- 2. According to Arrigo, what is the relationship between social justice and criminal justice? Which theory -- Marxist criminology, socialist feminism, critical race theory or peacemaking criminology -- do you agree with the most? Why.
      -- 3. What do Mann and Zatz mean when they say that race is a "social construction"? Do you agree or disagree with Mann and Zatz? Why. Finally, how does this relate to the "tension" between facts and norms, according to Habermas? Provide examples from the readings and other materials in order to strengthen your argument.
      -- 4. Of all the theories covered so far -- Marxist criminology, socialist feminism, critical race theory or peacemaking criminology, which theory is most applicable to the American Indian experience? Why. Be sure to provide examples from the readings and other class materials.
      -- 5. Applying Habermas' notion of the "tension between facts and norms," what might be some examples from the American Indian past, present and future? Why. In your opinion, what is the most pressing "tension" and what are some possible remedies? Why.

    • Links to Lecture Notes and Other Things
      --- new Peacemaking Index of materials on Dear Habermas.
      --- "Who's Habermas? Why Habermas?"
      --- Gordon Fellman related materials on the Dear Habermas site.

    • Other Recommended Readings
      --- Leonard Peltier. Prison Writings .
      --- Dee Brown. Bury My Heart at Wounded Knee.
      --- M. Scott Momaday. House Made of Dawn .
      --- Nancy Lurie. Mountain Wolf Woman .
      --- Mary Crow Dog. Lakota Woman.

      --- Jurgen Habermas. Between Facts and Norms.
      --- Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law. Check out this link Martha Minow on the Dear Habermas site.

    • Links to the Sociology of Law Handbook readings

      -- Introduction
      -- Chapter 1, part 1
      -- Chapter 1, part 2
      -- Chapter 2


      All UWP Classes, Fall 2001 Report of Learning (ROL)