Discussion Questions:

Note: In order to answer these discussion questions, you will need to view "Thug Life in D.C.." Incorporate the assigned readings for this week in your answers.




1. From The Derrick Bell Reader , "What is the proper balance between optimism and despair?" (p. 397). How would Derrick Bell and Gordon Fellman answer this question? Why.
2. There is a common perception that the typical juvenile offender is a person of color. Is this an accurate perception? [Walker, p. 412]
3. Why is there greater potential for racial discrimination in the juvenile justice system than in the adult justice system? [Walker, p. 412]
4. What are the dangers inherent in allowing police to use gang databases in investigating crimes? How would Bell and Fellman answer this question? Why. [Walker, p.412]

Suggested Visual Projects/Creative Measures:

Note: Start thinking about ideas for your visual projects/creative measures. Must relate to "race, crime, law." Must be approved before starting your creative measure. Cannot be something that you are doing or have done for another course. Research cannot be 100% online (i.e., google, askjeeves). Must conduct library research using scholarly works, (not the popular press -- Time Magazine, Newsweek, Sports Illustrated). You are expected to turn in a bibliography with each visual project. No term papers! Allow time to dialogue and present your creative measure in class. Email me your ideas ASAP.

• Office of Juvenile Justice and Delinquency Prevention. An excellent resource for juvenile justice related issues.
  
• National Criminal Justice Resource Service. Administered by the Office of Justice Programs, U.S. Department of Justice.
  
  

• Make A Box a Week focusing on this week's topic, "Minority Youth and Crime."
• Examine the most recent research on disproportionate minority confinement among minority youth.
  
• Read the book, "Hoot" and compare it to the movie. [If you have not read the book for another course].
  
• Explore:
  -- minority youth and the police.
  -- minority youth and juvenile court.
  -- minority youth and juvenile corrections.
  -- race/ethnicity and juveniles waived into adult court.
  
  
  
  
• Examine Race, Ethnicity, and the Criminal Justice System published by the American Sociological Association (September 2007).
• Research the Dalai Lama -- his past and present.
• Research "forgiveness". Begin with these books: Martha Minow, Between Vengeance and Forgiveness. Desmond Tutu, No Future Without Forgiveness.

Self-Assessment Questions for each Visual Project:

1. List the names of the individuals in your group. What did you do exactly for this visual project? (If in a group, explain the division of labor and your individual contribution to this visual project). What small item did you create to "give away" to those visiting your visual project?
2. Explain in depth, how your visual project specifically relates to "race, crime, law" (i.e., the readings, the documentaries, class discussions, major concepts). Demonstrate the interrelationship between "theory, policy, practice" in your visual project. What did you learn?
3. Assess how the 6Cs apply to your visual project, with special attention on competence and creativity. What is your visual project self-assessment (provide a letter grade) ___ ? Explain why this particular grade.
   

   Recommended Readings:

   
   
   • Walter Myers. Autobiography of my Dead Brother.
   • Walter Myers. Monster.
   • Walter Myers. Scorpions.
   • Barry Feld. Bad Kids: Race and the Transformation of Juvenile Court.
   • Ralph Ellison. Manchild from a Promised Land.
   • Richard Wright . Black Boy.
   • Malcolm X. The Autobiography of Malcolm X.
   • Geoffrey Canada. Fist, Stick, Knife, Gun.
   • Paul Beatty. White Boy Shuffle.
   • Luis Rodriguez. Always Running: La Vida Loca, Gang Days in L.A.
   • Danny Santiago. Famous All Over Town.
     
     
   • The Dalai Lama. The Universe in a Single Atom: The Convergence of Science and Spirituality.
   • The Dalai Lama. Ethics for the New Millennium.
   • The Dalai Lama. An Open Heart.
   • The Dalai Lama. Live in a Better Way.
   • Paul Loeb. The Impossible Will Take a Little While: A Citizen's Guide to Hope in a Time of Fear. [if you have not read this for another course]
   • Paulo Freire. Pedagogy of the Oppressed.
   • Alfie Kohn. No Contest. The Case Against Competition.
   • Thomas Kuhn. Structure of Scientific Revolutions.
     
     
   • Desmond Tutu. No Future Without Forgiveness.
   • 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.
     
     
     
     

   Course Syllabus for CRMJ/SOCA 365 "Race, Crime, Law"

   
   
   
   
   takata@uwp.edu
   
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