Syllabus

Jeanne Curran, Ph.D., Esq.
Professor of Sociology
Office: SBS B 236
Soc. 595-02: Special Topics - Distributive Justice
Registration Information
Tuesday, 7 - 9:45 p.m.
Office Hours: Graduate Hours, Tuesday, 5:30 - 6:45 p.m.
Phone: (310) 243-3831
E-mail: jeannecurran@habermas.org
Website: http://www.csudh.edu/dearhabermas

Focus:

Distributive Justice is a term which brings us to the intersection of social justice, criminal justice, and the policies on which they are founded both within our infrastructure and within our value systems. Sometimes distributive justice is treated as an economic term dealing with a fair distribution of limited resources, such as land, wealth, and other tangibles with whose distribution humans regularly interfere. The goal of this course is to broaden our conception of that term, and to examine the interdependence of these various approaches. For some theoretical background on this idea, read Stealing Theory From Our Friends."

Texts:

Required:

Fellman, Gordon. (1998) Rambo and the Dalai Lama Beatty, Paul. (1996) White Boy Shuffle. (Undergraduate requirement.)

Recommended:

Ladd-Taylor and Umansky. (1998) "Bad"Mothers: The Politics of Blame in Twentieth-Century America
Gordon, Lewis R. (2000) Existentia Africana: Understanding Africana Existential Thought
Arrigo, Bruce. (1999) Social Justice, Criminal Justice: The Maturation of critical Theory in Law, Crime and, Deviance.
Alan Read. (1996) The Fact of Blackness: Frantz Fanon and visual Representation
Cashmore and Rojek. (1999) Dictionary of Cultural Theorists.
And additions to list during first week of school.

Materials/Resources:

You must have:
• A bound notebook/journal
• An e-mail address (available through school)
• Internet access (access PCs in microcomputing labs on campus)



Grades and Grading

Grades can be important feedback when they are collaborative and used as feedback to guide further learning. They are harmful when they become a reified end in their own right, when they become commodified. Because we are required by the institution to give grades, there must be a means of your letting us know what you have learned. Because we specialize in the teaching of peace and social justice, we are distressed at the structural violence inherent in most testing.

The overall grading criteria is based on the 5Cs - communication, consistency, competency, creativity, and cooperation, (refer to Evidence of Learning on the Dear Habermas site, "lrngevid.htm"). Your coursework must show scholarly discipline in conceptually linking your learning to theory, policy, practice, and to course readings and discussions, with appropriate citations to academic sources; should also show some creative thought on the issue.

Measures of Learning

Requirements are based on the measures of learning that we have found most valuable in working with our students. This means that we insist that you write, because writing is still important to communication, albeit switched to e-mail. Your active participation -- attendance, current events, class discussions, and other course related activities -- is an important element in this course. Don't become a "field mice". For more details, refer to "Evidence of Learning" on the Dear Habermas site (filename: lrngevid.htm)

• Checking In Measures
  • Prepared? Exercises
  • Journal
  • Dictionary Records

• Creative Measures
  • I think I've got it!
  • Asking Questions
  • Reactions to Reading
  Debriefings
  • Publication in Dear Habermas Academic Discourse Forum
  • Exam
  • Reports of Learning

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  Pass? Prepared? Self-Test & Concept Exercises -- Prepared?s are Self-Tests on information assigned. You are expected to e-mail your teacher regularly, one should presume about once a week, that you have prepared by taking the self-test and checking the answers. you will be given about 7 days after the exercise is first assigned to respond. You will have the option of e-mailing "prepared" (meaning "I am prepared to discuss the materials.") or "pass" (meaning "I did not have time to prepare for the class discussion" for whatever reason). Record-keeping in your journal throughout the semester is a must. In addition, it is your responsibility to maintain electronic and/or printed copies of your work, and to double-check the reports of learning (ROL).

  Journal -- Each student must have a self-contained notebook for use throughout the course; bringing the journal to every class meeting. In the journal, you will be expected to record and keep as your record, each prepared message you send, and that you received a response. If you did not, you should record when you last checked your e-mail and then record what you did about the problem. Your teacher will respond to the prepared? e-mail, but you will need to keep your own record that it was respnded to and when. In addition, you will record new words looked up in the dictionary; questions and reactions to the readings and/or class discussions, and so forth.

  You must take responsibility for your learning, which includes keeping records of your learning in your journal (a bounded notebook). Be sure to maintain all records and measures of your learning (i.e., backup hard copies and/or electronic storage of all or your work). If you are working in a group, be sure to have all work carbon copied to all group members.

  Debriefing -- Toward the end of the semester, each student will have an opportunity to give an oral presentation of his/her learning as it relates to "Moving Towards Alternataives to Incarceration and Why"

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