SJUS 100: Introduction to Social Justice (Pilot Core Course, Spring 2012)

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1 SJUS 100: Introduction to Social Justice (Pilot Core Course, Spring 2012) Course Co-Instructors: Dr. Rhonda Y. Williams Dr. Diana Lynn Morris Contact Information: , , Meeting Time: Meeting Location: Tuesday/Thursday, 4:30-5:45p.m. Sears 374 Never doubt that a small group of thoughtful, committed people can change the world. Indeed, it is the only thing that ever has. ~ Margaret Mead COURSE DESCRIPTION: Concepts and quests for justice, and struggles against injustice, have shaped human understanding, relationships, and behavior for centuries. Individuals operate within community contexts created through interactions and relationships structured by sociability, belonging, and responsibility. Probing broad questions, this signature core course will encourage students to think critically and expansively about the social world and the conditions of humanity. The course will provide a foundational exploration of social justice concepts, issues, and remedies, thereby developing the necessary analytical tools and information to assess inequality and injustice and address historical and contemporary issues. Following an cross-disciplinary, case-study approach, featuring faculty from different schools and departments at Case, this course also will provide students with multiple frameworks for understanding the interconnections between what are often perceived as disparate and disconnected fields of study and inquiry. Three primary questions guide the course: What is social justice? Why does social justice matter? What can be done? COURSE OBJECTIVES: Students will be exposed to a wide range of academic literatures focused on inequity and discrimination. Familiarize students with the overarching historical and theoretical "concepts"and frameworks of social justice. Students will be introduced to key topics and/or issues exposing social injustice, and critically analyze and problem-solve around them. 1

2 Students will be introduced to social justice remedies or tools to combat injustice, such as individual resistance, policy, advocacy and social action, and collective struggle. This syllabus will change. If we modify a due date, a requirement, or a reading assignment, you will be notified in class and in writing through Blackboard. COURSE REQUIREMENTS: Attendance and Class Participation Throughout the course you will complete two Reflections (during week 8 and week 14), five reviews of assigned readings, and a Group Project (3 students per group), which includes the development of a Case Study. Attendance 1. The CWRU Handbook for Undergraduates states: Students are expected to attend classes regularly. Each instructor is free to determine the extent to which absences affect the final grades of students but should make the policy regarding attendance known at the start of the course. Instructors should report excessive absences to the Office of Undergraduate Studies. Instructors who judge a student s absences from class to be excessive may drop the student from the course with a grade of F. Instructors taking such action must notify the student s dean in writing. Students unable to attend classes because of illness should notify their instructors and make the appropriate arrangements directly with the instructor. The University Health Service and the Office of Undergraduate Studies do not provide medical excuses for class absence. Information concerning the policy of the Health Service and the Office of Undergraduate Studies is available in those offices. 2. Every absence you accumulate after your 3rd absence will result in a 3% grade reduction from the 100% total value that you could have accumulated in this course. Thus, if you completed the course with a 90% and you were absent from 4 classes, your final grade will be reduced to 87% (resulting in a B for a final grade instead of an A). Likewise, if you completed the course with an 85% and you were absent from 5 classes, your final grade will be reduced to 79% (resulting in a C for a final grade instead of a B). 3. Attendance will be taken at the start of each class. Late arrivals and early departures will be documented and will have a negative impact on your overall grade in this course. You will have a 10-minute grace period at the start of each class before you are counted as a late arrival. Every 4th late arrival/early departure combination will count as 1 Absence. 2

3 Written Assignments: Note on Style All written assignments must be in Times New Roman, 12-point font size, with standard oneinch margins. Reflections: (2 5-7 pages each) Students will complete and submit two reflection papers during the semester. The purpose of the Reflection assignment to engage students in reflecting on critical content related to course objectives. It also provides each student with a reflective learning experience that supports selfreflection and self-evaluation of one s learning as well as the student s theoretical and ethical understanding of what is meant by social justice. Such reflection is a critical process of the adult learner and of becoming a professional in any field. Reflection 1 will be due Friday, March 9, For this reflection, it will be helpful to review the thought questions in the syllabus from Weeks 1 and 2 and reflect on the case studies thus far. Think about the impact of the dialogue about case studies on your thinking, understanding and ethics regarding social justice. (Note: keep a copy of Reflection 1 to use as you write Reflection 2.) Reflection 2 will be due Monday, April 30, This reflection has two aspects. First, the student will reflect on his/her learning based on the case studies and dialogue over the second half of the semester Weeks Second, each student will conclude the reflection with a summative evaluation of her/his learning as a result of participating in the course over the full semester. To do so this, students should review the course objectives and their respective Reflection 1 paper. Reviews of Reading (5 3-4 pages each): Your reviews should succinctly describe the reading(s) content and analyze its central arguments of the author. If there are multiple readings, you should think about linkages between the readings. For the review to count, you must turn it in no later than the week after we discuss the readings in class. Hints for reading and writing critical overviews: What information or main points does the reading convey? What are the larger questions the author is trying to address, or encourage us, as the readers, to grapple with? Are their arguments convincing? Why or why not? How do the readings relate to, and help us better understand, the course topic? Group Project: Case Study & Annotated Bibliography In this group assignment, students will work together to research a social justice issue and develop a case study through an interdisciplinary lens. Working in groups of at least three, 3

4 students will identify a social justice issue with the help of SJUS 100 co-faculty. (A summary of faculty specialty areas is available on Blackboard.) Each group s case study must be based on research, and not in opinion. Each student in the group will contribute to the development of the case study and an annotated bibliography. The minimum of sources to be contributed by each group member to the annotated bibliography is: two scholarly articles, one book, and two additional items from popular media (i.e., blogs, columns, newspaper articles, photographs, etc). Ideally, strong work will include more sources than this stated minimum. Guidelines & Timeline A team checklist will be distributed early in the semester. Students will read this checklist and demonstrate the positive behaviors it describes for working together in collaborative projects. Groups of three students must be identified by the week before Spring Break and topics must be pre-approved by SJUS 100 before this time. Each group will submit a 1-2 page description for approval including a rationale and list of sources and for the case study topic. The rationale's structure should reflect the concepts, issues, and remedies format provided in the syllabus. The rationale also should indicate the case study's audience. Each group will submit an annotated bibliography. This bibliography will list the sources used in developing the case study as discussed above. Following each citation, students will provide an annotative paragraph, which describes and evaluates each source and its overall contribution to the project. Students should identify by name who contributed which source and its annotation. The annotated bibliography is due Tuesday, April 17, 2012 by 5pm. The final version of the case study and each team members group evaluations are due the day of the group s presentation during the final week of classes, April 24/26, CIVILITY & ACADEMIC INTEGRITY Civility: In the SJUS100 classroom, we acknowledge that racism, sexism, heterosexism, classism, ableism, and other forms of interpersonal and institutionalized forms of oppression exist in society, and agree to do our best to better understand them, refrain from repeating misinformation, and harness knowledge to change perceptions. We will work to create an atmosphere where: 1) We keep an open mind and listen; 2) Everyone is valued and respected; 3) Everyone can work and learn in a safe and caring environment; 4) Everyone engages in the thoughtful presentation of ideas, shares the floor, and can critically 4

5 assess each others ideas; 5) No individual is ridiculed or demeaned for sharing their personal experiences and ideas; 6) Personal experiences shared in the context of the classroom remain confidential unless otherwise agreed upon; 7) No individual is expected to be a representative spokesperson for a given group of people, given there is intra-group diversity of skills, beliefs, attitudes and behaviors In our classroom, we are accountable to each other and share the responsibility of making our class, the Academy, and ultimately society a better place to live, work, learn, and be. Plagiarism: Plagiarism is a serious violation of ethical conduct and academic integrity. Plagiarism need not be intentional. All cases of plagiarism the theft of words, ideas, sources, and conclusions whether from written, audio, oral, or digital materials will not be tolerated and will be reported to the Dean of Undergraduate Studies. REQUIRED READINGS: See course schedule for weekly readings. The Immortal Life of Henrietta Lacks A Raisin in the Sun No Fear GRADING: Class Participation 20% Reflection Essays (2) (5-7 pages each) 20% Reviews of Readings (5) (3-4 pages each) 25% Group Project (Case Study & Annotated Bibliography) 35% WEEK 1: Introduction, January 17/19 Who are you? What is social justice? What is dialogue? Case Study: The Cake COURSE SCHEDULE CONCEPTS (Weeks 1-4) Case Study Facilitator: Dr. David Crampton, Mandel School of Applied Social Sciences Reading: David Bohm, Chapter 2: On Dialogue, in On Dialogue (Routledge, 1996), pp. 6-47; Michael Norton and Dan Ariely, Building a Better America--One Wealth Quintile at a Time, Perspectives on Psychological Science (2011). 5

6 PBS Newshour video clip WEEK 2: Equality, Equity & Fairness, January 24/26 How am I connected, and to whom do I have an obligation? Case Study: Amartya Sen, The Flute Case Study Facilitator: Dr. Rhonda Y. Williams, Director, Social Justice Institute; History Department, College of Arts & Sciences Michael J. Sandel, Chapter 1: Doing the Right Thing, in Justice: What s the Right Thing to Do? (FSG, 2009), pp. 3-30; Amartya Sen, Introduction: An Approach to Justice, in The Idea of Justice (Belknap Press, 2009), pp WEEK 3: Rights, Ethics & the Collective Good, Part I, January 31/February 2 Case Study: Toni Morrison, Recitatif Case Study Facilitator: Dr. Marilyn S. Mobley, VP, Inclusion, Diversity and Equal Opportunity; English Department, College of Arts & Sciences Audrey Thompson, "Caring and Colortalk: Childhood Innocence in White and Black" and Garrett Albert Duncan, "The Play of Voices: Black Adolescents Constituting the Self and Morality" in Race-ing Moral Formation: African American Perspectives on Care and Justice (edited by Vanessa Siddle Walker and John R. Snarey), pp ; Beverly Daniel Tatum, "The Resegregation of Our Schools and the Affirmation of Identity" in Can We Talk about Race? And Other Conversations in an Era of School Resegregation (Beacon Press, 2007), pp WEEK 4: Rights, Ethics & the Collective Good, Part II, February 7/9 Case Study: Henrietta Lacks Case Study Facilitator: Dr. Diana Morris, Director, University Center on Aging and Health; School of Nursing Selections, Rebecca Skloot, The Immortal Life of Henrietta Lacks (Random House, 2009) & Chapter 9: Rethinking Health and Human Rights, (pp ), in Pathologies of Power: Health, Human Rights, and the New War on the Poor (University of California Press, 2005). 6

7 ISSUES (Weeks 5-8) WEEK 5: Discrimination, Privilege & Power, Part I, February 14/16 Case Study: A Raisin In The Sun, a play by Lorraine Hansberry (Read in its entirety) Case Study Facilitator: Dr. Rhonda WEEK 6: Discrimination, Privilege & Power, Part II, February 21/23 Case study: The Case of Jule Franklin Powell Case Study Facilitator: Dr. Sue Hinze, Department of Sociology, College of Arts & Sciences Peggy McIntosh (1989) "White Privilege: Unpacking the Invisible Knapsack", Peace and Freedom, July/August, 10-12; David Wellman, Introduction & Chapter 9, in Portraits of White Racism (Cambridge University Press, 1992). WEEK 7: Race, Ethnicity & Class, February 28/March 1 (Dr. Williams out of town) Case Study: The Case of Undocumented Mexican Immigrants Case Study Facilitator: Dr. John Flores, Department of History, College of Arts & Sciences Samuel Huntington, The Hispanic Challenge, Foreign Policy (2004); Mike Davis and Justin Akers Chacon, Conquest Sets the Stage, Neoliberalism Consumes the Mexican Miracle, and From the Maquiladoras to NAFTA: Profiting from Borders, in No One is Illegal: Fighting Violence and State Repression on the U.S.-Mexico Border (Chicago: Haymarket Books, 2006); Jonathan Walters, How Immigrants Are Organizing For Workers Rights: Your Hands Make Them Rich, Justice For Janitors (JFORJ) (2009) WEEK 8: Local Issue in the News, March 6/8 Case Study: TBD Case Study Facilitators: Dr. Rhonda and Diana Morris TBD REMEDIES (Weeks 9-13) Week 9 : Legal Solutions and Limits, March 20/22 Case study: The Case of Alvin Atkins 7

8 Case Study Facilitator: Jonathan Entin, J.D., Law and Political Science, School of Law Joseph Tussman & Jacobus tenbroek, "The Equal Protection of the Laws," California Law Review 37(3) (Sept. 1949: Week 10: Policy, March 27/29 Case study: Allocating Public Money Case Study Facilitator: Dr. Susan Case, Department of Organizational Behavior, Weatherhead School of Management Reading: Case, Susan and J. Goosby Smith, Contemporary Application of Traditional Wisdom: Using the Torah, Bible, and Qur an in Ethics Education Week 11: Individual Resistance & Social Action Pt. 1, April 3/5 (Dr. Morris out of town on 4/3) Case study: Whistle-Blowing: Bunnatine Greenhouse Case Study Facilitator: Dr. Marc Buchner, Department of Electrical Engineering, School of Engineering Reading: Marsha Coleman-Adebayo, No Fear: A Whistleblower s Triumph over Corruption and Retaliation at the EPA (2011) Week 12: Individual Resistance & Social Action Pt. 2, April 10/12 Potential Guest Speaker: Marsha Coleman-Adebayo, of the No Fear Coalition (TBD) Reading: Finish, Coleman-Adebayo, No Fear Week 13: Protest Movements & Collective Struggle, April 17/19 Case Study: Occupy Wall Street Case Study Facilitators: Dr. Rhonda and Diana Morris Website: occupywallst.org Select five (5) news reports that together will allow you to: 1. assess the movement over time, 2. reflect diverse political perspectives and news analyses, and 3. convey the voices of those engaged in the protest. 8

9 Week 14: Culminating Project Report Outs, April 24/26 In-class Group Project Reports 9

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