Global Restorative Justice & Corrections · 2019-12-19 · Prison-Industrial Complex and Prison Abolitionism (Weeks 2 to 6) 2. Restorative Justice (Weeks 7-11 ) 3. Shrinking the Prison

Spring 2017 CJ 525 Syllabus

Global Restorative Justice & CorrectionsCourse Information Instructor Information

Location: HSS101 Sections: CJ 525-01 Tu 3:35-6:20p

CJ 525-02 W 3:35-6:20p Units: 3 Units

Name: Cesar Rodriguez Email: [email protected] Office: 235 HSS Office Hours: 1-3p, Friday Phone: (415)338-1062

Table of Contents

Professor Introduction 2Course Description 2Course Specific Learning Outcomes 4Course Design 5Course Requirements and Grading 6Classroom Culture & Environment 10Course Calendar and Reading Schedule 13CHSS Policy 22Academic Honesty 24“Netiquette” 26

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mailto:[email protected]

Spring 2017 CJ 525 Syllabus

Professor IntroductionMy name is César Rodríguez. I ask that you refer to me as Professor Rodriguez, Professor, or Profé.

My family comes from Guadalajara, Jalisco, and I am a Chicano from South San Francisco. I am a community college transfer student (Skyline College & the College of San Mateo), who graduated from UC Berkeley with a B.A. in Sociology and Psychology.

I earned my Ph.D. in Sociology from UC Santa Barbara, and currently study whiteness as a tradition of fascism in the United States, one that is archived in the formation of the prison and border systems.

Course Description

Official Description

Restorative justice practices as alternatives to incarceration, focusing on international practices.

Topics of Study

• The political-economic history of Neoliberalism and Prison-Industrial Complex in reaction to social movements and political-economic crises in the mid-20th century.

• A survey of restorative justice, including: Native American conceptions of justice and strategies to resolve harm, the roles of people who survived harm and committed harm within a restorative justice practice, examples and critiques of restorative justice.

• Various strategies to reduce the prison-industrial complex while addressing harm and producing safety & well-being, including: restorative economics, and various strategies to address drug-use, homelessness, and mental health.

Interdisciplinary Approach

This course takes an interdisciplinary approach. As such, students will study texts emerging from the following disciplines:

• History,

• Economics

• Ethnic Studies

• Political Science,

• Sociology,

• Philosophy,

• Feminist Studies,

• Critical Criminology,

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Spring 2017 CJ 525 Syllabus• Native Studies,

• Anarchism,

• and, finally, work by advocacy groups.

Teaching Approach

The course is structured around:

• the close reading of texts and practicing core writing via homework

• reading discussions, lectures, documentaries, and group activities in class.

THIS COURSE ABSOLUTELY DEPENDS UPON THE PREPARATION AND ENERGY STUDENTS BRING TO CLASS.

Course Materials

The course texts present empirically-based claims about the course subject matter, texts that may differ, and even challenge, common sense understandings of society and justice.

Almost all required course materials - assigned texts, documentaries, etc. - will be made available via ¡Learn or in-class. Students will be required to purchase Howard Zehr’s The Little Book of Restorative Justice - either from the campus bookstore or elsewhere.

Students are required to bring copies of the texts (digital is fine), as well as HARDCOPIES of their homework, to class.

Laptops, Tablets, and Smartphones

Students can and should bring their laptops, tablets, and/or smartphones to class. Students may use these as an alternative to printing their readings, and will be asked to use them in class for group activities.

That said, the professor will indicate when such electronic devices should be put away (usually during mini-lectures and documentaries) and/or taken out for group work. As such, students should expect to bring a writing utensil and paper to take notes in class.

Workload

For online courses, the university credit hour policy requires a minimum of two (2) hours of out-of-class student work each week for each unit of credit per semester.

This course is a three (3) unit course, which requires a minimum of 6 hours of coursework per week.

Block that time (6 hours) out in your weekly calendar because you will need it in order to complete your homework in time.

Reading Load

The total reading load per week is approximately 60 pages.

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Fall 2017 CJ 525 Syllabus

Course Specific Learning OutcomesThe goal of the course is train students in key areas and in key writing skills that are foundational to future work and/or study.

What key content will we study?

By the end of the course, students should demonstrate a mastery over the following:• the political, economic, and historical significance of mid-20th century social movements;

Neoliberalism, a pro-capitalist philosophy, that emerged in reaction to mid-20th century social movements and crises, and which transformed our legal framework, economic practices, and culture;

• The growth of the criminal justice system as part and parcel of neoliberal restructuring, and three (3) dominant frames - mass incarceration, the New Jim Crow, and the Prison-Industrial Complex;

Prison Abolitionism as a social vision, social movement, and area of academic study;Native American conceptions of justice and strategies to resolve harm and transgressions within communities;A basic understanding of restorative justice principles, understood in contrast to retributive justice;

• examples and critiques of restorative justice;• restorative economics and restorative city policies;• alternative drug policy strategies; and

alternative strategies to address homelessness and mental health.

What key writing skills will we practice?

By the end of the course, students should demonstrate a mastery over reading skills, including how to:

• developing a thesis statement;

• library research;

outlining an essay & selecting evidence;

• organize paragraph structure; and,

• integrate quotes.

How will this course help future career and civic engagement?

Students will develop a basic understanding and criticism of restorative justice, which they could use to guide their engagement with restorative justice in their futures as professionals and engaged citizens.

The skills practiced in this course will help students develop sound writing skills that they can apply immediately in other courses, particularly their capstone requirement, as well as in their professional careers and/or civic engagement.

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Course Design

Course Units

There are three (3) units to this course, each lasting between three (3) to five (5) weeks, and they are as follows:

1. Prison-Industrial Complex and Prison Abolitionism (Weeks 2 to 6)

2. Restorative Justice (Weeks 7-11 )

3. Shrinking the Prison Industrial Complex (Weeks 12 to 14)

A Typical Class Session

Each class will include a combination of the following the following:

• Welcome and Check-In

• Writing Skill-Share Session;

• A Lecture, Discussion of the Reading, Documentary, Guest Speaker, or Group Exercise;

• a Closing Discussion; and

• two (2) five (5) minute breaks.

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Course Requirements and Grading

Overall Grading Breakdown

Finii Pipar 30%

Writing=Skill Hømawørkiза%

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Writing-Skill Assignments

Goal

Students will complete four (4) writing-skill assignments in the semester. One (1) score will be dropped - this could be a student’s worst score, or they could chose to not submit it at all.

In-class, students will learn a given writing skill.

For homework, students will apply the writing skill using the model provided by the professor, and by incorporating assigned readings.

These writing skill assignments should be submitted in class as hard-copies.

The professor will provide the feedback to the entire class.

Evaluation

Flomework assignments will be evaluated according to:

how well their writing-skill homework demonstrates mastery over the given skill;

how well their homework demonstrates a close study of the assigned texts; and

completion in a timely fashion (according to the indicated due date).

Writing-skill assignments will be graded on a scale of 0-10.

Students will have their one (1) lowest scores (even scores of 0) dropped, no questions asked.

Due Date & Time

Due dates are listed in the syllabus, and will be announced in class and via ¡Learn.

Missed or Late Assignments

Homework assignments can be turned in late for partial credit, and they will be graded on a scale of 0-8 (instead of 0-10).

Attendance & Participation

Goal

Students will attend our regularly-scheduled class-meetings in order to learn with and from their class- comrades.

Format and Grading

Attendance will be tracked via a sign-in sheet

Absences

Students will get two (2) absences excused, no questions asked. Beyond those two excused absences, students must provide documentation to request an excused absence.

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Final Paper

Goal

Students will use this to demonstrate their mastery over the course content and writing skills by selecting from a number of possible prompts, and writing a corresponding number of short essay in response.

Format

Students will select from two (2) out of six (6) possible prompts. Each prompt would correspond to a course unit. For each prompt, students will write two (2) short essays that:

• are 1,000 to 1,250 words in length (approximately four [4] to five [5] pages);

• use a clear thesis statement;

• use a clear organizational structure;

provide evidence to demonstrate the argument;

use APA or MLA style to format their paper and citations; and,

• include a references page.

Evaluation

Each of the two essays will be graded according to a rubric that will be made available to students before hand via ¡Learn. Nonetheless, each essay will be evaluated according to:

• form (structure, grammar, spelling, etc.); as well as

content (argument, evidence, logic).

Each essay will be graded out of 100 points.

Extra Credit Assignments

Goal of Extra Credit

Extra credit assignments are used as a means to reward students for sound writing habits and practicing engaged citizenship, as well as to help students make connections between their learning and the outside world.

Campus Event Report-Back

Goal

Our campus offers a lot of great events, such as guest-speakers, performances, workshops, and documentaries, that can really enhance and compliment our educations. Yet, we cannot attend all of the events on campus because of our commitments to other courses, work, and our loved ones.

Thus, the goal of this extra credit assignment is to reward students for being active learners and community members, develop a life-long habit of seeking and finding public lectures, documentary

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Fall 2017 CJ 525 Syllabusscreenings, cultural events, as well as develop a sense of stewardship for our collective learning through a “report-back”.

Format

The professor will announce certain campus events to students by posting information about upcoming events in the Campus Events Report-Back Forum. If you know of a campus event that is relevant to the class, then please ask the professor to offer it as an extra-credit opportunity.

Students who attend can write a ‘report-back’ to the rest of us (particularly for the benefit of those of us who could not attend), which accomplish the following:

answers three short questions

“What was the event about?”

“What was an important moment the stood out most to you?”

“How does this even intersect with anything we’ve read, watched, or discussed in our course?”

• and includes a “selfie” picture of you at the event.

Evaluation

Each report-back will be graded according to how well and clearly each report-back answers the three required questions, and if a student included a ‘selfie’ picture of them at the event. Each report-back will be worth 2 points. A student can submit up to will be added to a student’s attendance & participation grade.

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Classroom Culture & Environment

Professor’s Role and Responsibility

The Material May Challenge You

This class will engage issues that are contentious, such as matters regarding class, race, gender, and government institutions, from a critical perspective rooted in social justice.

Like any worthwhile education, the concepts and empirical information we study in this class may differ and even challenge the views and perspectives of students. Any worthwhile education should challenge preconceived notions, and expose you to new and different concepts and empirical information.

Students may have their preconceived notions challenged, but know that this out of a commitment to teaching students concepts that are canonical and/or cutting-edge, as well as empirical information.

Disruptions Will Not Bo Tolerated

Students can and should ask questions out of genuine curiosity and/or confusion. That said, students who interrupt another person in class, are a distraction, and/or are otherwise disrupting our classroom environment or my pedagogy will be asked to leave the class.

Policy on Audio and Video Recording

To protect students’ privacy and to facilitate open discussions and dialogue, video and audio recording of class discussions and lectures is prohibited unless you have written permission from your professor or the Disabled Students Programs and Resource Center. We will discuss sensitive topics in class: Authorized recordings are for personal use only and may not be shared or posted.

Statement of Commitment to Equity

San Francisco State University is committed to promoting equity and social justice within a respectful and safe environment. (See SFSU Strategic Plan). Accordingly, the instructor of this course has signed the SFSU Community Pledge, promising to stand against acts of hate and bigotry and to defend targeted members of our community who are undocumented, people of color, LGBTQI, Muslim (or other targeted religious groups), Palestinians, refugees, immigrants, the differently abled, and women.

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Student Expectations & Advice

Be Engaged & Supportive

The course depends entirely upon the effort and energy of students. I ask that everyone perform the labors necessary to form and elevate our conversations in class. A chain is only is as strong as its weakest link.

Come prepared to class - having studied the material, with your homework, something to take notes, and especially with a willingness to participate - which can include everything from discussions, to drawing, to getting up and leading stretches in class.

We all get stressed out by life, and sometime life can be very demanding on us. I ask that you please leave as much stress at the door as possible, and do your best to prevent it from spreading to others - even if that means you have to privately let me, the professor, know if you’re beyond capacity to participate in a meaningful way on a given day.

Pay close attention when in conversation with your fellow students. Take a supportive approach when dealing with one another. Dialogue and build off of each other’s comments in a conversation and/or assignment. Ultimately, I ask that you be good to yourself and others.

Communicate With Me As Early As Possible

Please, speak with me as soon as possible, especially if you are a student who:

must work to support yourself and/or your family;

• has a documented disability;

• is a parent;

• involved in a leadership position in a campus- and/or community-based organization;

• on academic probation;

• observing religious practices; and/or

undergoing any unusual and/or otherwise demanding situations.

I am not asking that you reveal any private information you are uncomfortable sharing. That said, I do want to support students who come from non-traditional backgrounds and/or who are undergoing otherwise unusual circumstances and yet still want to succeed in their courses. Thus, you are under no obligation to share this information, but I do encourage students to be proactive.

Out of fairness to others, I will still hold you to the same expectations I hold all students. However, I may consider being flexible with deadlines when possible in order to work with students in the above situations. I will do so on a case-by-case situation, and there is no guarantee I will provide support in such a manner.

Always Bo an Independent and Critical Thinker

Students should always “see” things for themselves by studying and assessing the empirical information and concepts we study and the methods that produced said material. I always encourage

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Fall 2017 CJ 525 Syllabusstudents to study the material closely, as well as encourage them to seek other sources to learn for themselves.

Also, please feel free to share your own perspective, which maybe informed by your life experiences and/or different things you’ve learned or study - even if this contradicts or disagrees with what I am sharing. We learn through discussion and debate, and the sharing of different, even opposing views, helps us learn. You can say whatever you want, as long as you back it up with evidence. Also, know that myself or others can share with you as well, even in disagreement - so long as we back it up with evidence.

Be Resourceful

When challenged, try to figure things out by being an independent learner.

Try to consult at least three resources before contacting the professor; speak with a class or wrecking- crew comrade, search the web, pick up a dictionary or an encyclopedia.

Be Open-Minded & Respectful

Any good college course should challenge your beliefs. Be open-minded as you encounter material that challenges previously held beliefs.

In our conversations, we might disagree, and that is an understandable and essential part of engaging in dialogue to reach better truths. While we will, and should (I), disagree, we should remain respectful. The basic rule of thumb here is the golden rule: treat others as you would like to be treated (during a disagreement and/or misunderstanding).

Be Persistent and Resilient

Also, we occasionally do not perform up to our expectations. Understandably, we can become concerned, and that is a good sign - it indicates we want to excel. Be persistent, resilient and resourceful, and you will do fine. I keep these ‘intangibles' in mind when I evaluate student performance.

Stay enrolled in this class if...

I want everyone to participate and build with each other, and I do not want to encourage people to drop my class. That said, we all may not be ready to learn new ideas or work with others. As such, here are some reasons to stay enrolled in this class...keep this class if:

• you’re willing to work in a group, even if you’re a little shy or the quiet type;

• you’re willing to try new activities in class with others;

• you’re willing to interpret texts for yourself, rather than memorize what the professor tells you is the right answer;

• you’re willing to leave whatever is stressing you out at the door, so you can bring the energy necessary to make a good class work; and

• you’re willing to engage with different ideas, even ideas that may challenge your preconceived notions.

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Course Calendar and Reading Schedule

Disclaimer on Syllabus: Always Consult iLearn

There Might Be Changes

This syllabus is subject to revision as the semester progresses.

I may change assignments, usually by modifying them, or outright dropping them. I usually do not add extra assignments, and, if I do, I will likely make them extra credit.

I may also change the required texts, by exchanging a reading or documentary for a different one. I usually do not add extra reading, and if I do, I will make it extra credit.

Finally, I may change some of the dates for assignments or course activities. When I do, I always give students plenty of time to complete a given assignment.

Always Check & Rely on iLearn

Any changes made to this syllabus will be communicated to enrolled students via our course’s ¡Learn website.

Students should always consult ¡Learn and consider that the ultimate guide for coursework. In other words, what is listed on ¡Learn trumps this syllabus.

While changes may occur, students should still block off time in their weekly schedule to study and complete homework exercises, as students can count on being assigned homework each week.

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Unit 1 - Prison Industrial Complex & Prison Abolitionism

Week 1 - Welcome Date: Tu 8/29 or Wed 8/30

In-Class- Subject Material

• Introductions• Syllabus Review• What is Restorative Justice?

- Writing Skill-Share• Developing a Thesis Statement - Taught in Class

Week 2 - 1968 and Global Insurgency Date: Tu 9/5 or Wed 9/6


• Political-economic systems and social transformation• 1968, the Mid-20th Century, and Insurgent Social Movements

- Writing Skill-Share• Developing a Thesis Statement - Due in Class

Homework

Thesis Statement Due in class

Reading

Required

Carlsson, С. (2011). Shaken, AND Stirred. Ten years that shook the city: San Francisco1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 7-14 (7 pages).

Leahy, M. (2011). On Strike! We're Gonna Shut it Down: The 1968-69 San Francisco State Strike. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 15-29 (14 pages).

Ferreira, J. M. (2011). "With the Soul of a Human Rainbow": Los Siete, Black Panthers, and Third Worldism in San Francisco. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 30-47 (17 pages).

RecommendedSummers Sandoval Junior., T. s. F. (2011). "All Those Who Care About The Mission, Stand Up

With Me!": Latino Community Formation and the Mission Coalition Organization. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 48-60 (12 pages).

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Habal, E. (2011). Filipino Americans in the Decade of the International Hotel. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 126-140 (14 pages).

Brahinsky, R. (2011). "Hush Puppies," Communalist Politics, and Demolition Governance: The Rise and Fall of the Black Fillmore. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 141-153 (12 pages).

Robertso, M. J. (2011). Reflections from Occupied Ohlone Territory. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 163-169 (6 pages).

Dong, H. (2011). Jung Sai Garment Workers Strike of 1974. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 303-316 (13 pages).

Rees, S. and P. Booth Wiley (2011). Up Against the Bulkhead: A Photo Essay with Text. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 108-121 (113 pages).

Welch, C. (2011). The Fight to Stay: The Creation of the Community Housing Movement inSan Francisco, 1968-1978. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 154-162 (8 pages).

Peirce, P. (2011). A Personal History of the San Francisco People's Food System. Ten years that shook the city: San Francisco 1968-1978. C. Carlsson. San Francisco, City Lights Foundation Books: 232-241 (9 pages).

Week 3 - Neoliberalism as Reaction Date: Tu 9/12 or Wed 9/131


• How do Marxists understand capitalism?• What is Neoliberalism?• What is Precarity?

- Writing Skill-Share• Developing a Thesis Statement - Feedback in Class

Reading

Center for Popular Economics (2012). The Inequality Society: Why Are the 1 % So Richa nd Powerful? Economics for the 99%: 9-10 (2 pages).

Center for Popular Economics (2012). How We Got Here: A Brief History of 20th Century Capitalism in the United States. Economics for the 99%: 11-12 (2 pages).

1 LAST DAY TO DROP OR WITHDRAW FROM CLASS15

Fall 2017 CJ 525 SyllabusCenter for Popular Economics (2012). The Great Austerity War Waged by the Top 1 % Against

the Rest of Us. Economics for the 99%: 15-16 (2 pages).

Spence, L. K. (2016). Chapter 1. Knocking the hustle: against the neoliberal turn in black politics. Brooklyn, NY, Punctum Books: 1-26 (25 pages).

Spence, L. K. (2016). Chapter 2 (portion). Knocking the hustle: against the neoliberal turn in black politics. Brooklyn. NY, Punctum books: 27-39 (12 pages).

Beckett, K. and T. Sasson (2003). The Politics of Crime. The Politics of Injustice: Crime and Punishment in America. Sage Publications Inc: 47-74 (27 pages).

Week 4 - Const Day (9/18-19) Date: Tu 9/19 or Wed 9/20

In-Class -NO CLASS-ATTEND ONE (1) CONST DAY PANEL on Monday or Tuesday

Homework

Write a one (1) page reflection on the panel you attended, which answers the following questions:

“What was the event about?”

“What was an important moment the stood out most to you?”“How does this even intersect with anything we’ve read, watched, or discussed in our course?”Also, make sure to includes a “selfie” picture of you with the panel in the background.

Due in class next week (9/26 or 9/27).

Week 5 - Understanding Incarceration Date: Tu 9/26 or Wed 9/27

In-Class

- Subject Material• What is Mass Incarceration?• What is the New Jim Crow?• What is the Prison-Industrial Complex?

- Writing Skill-Share• Selecting Evidence & Developing an Outline - Taught in Class

Homework

Const Day Reflection (with selfie!) due

Reading

Currie, E. (2013). Assessing the Prison Experiment. Crime and punishment in America. New York, Metropolitan Books: 9-34 (25 pages).

Gilmore, R. (1999). "Globalisation and US prison growth: from military Keynesianism to post- Keynesian militarism." Race & Class 40(2-3): 171-188 (17 pages).

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Week 6 - Prison Abolitionism Date: Tu 10/3 or Wed 10/4


• What is Dual Power?• What is Prison Abolitionism?• What is a “reformist-reform” and a “non-reformist reform”?

- Writing Skill-Share• Selecting Evidence & Developing an Outline - Due in Class

Homework

Outline Due in class

Reading

Berger, D., et al. (2017). What Abolitionists Do. Jacobin. Brooklyn.

Okazawa-Rey, M. and G. Kirk (2000). "Maximum Security." Social Justice 27(3 (81)): 120-132.

Braz, R. (2006). "Kinder, gentler, gender responsive cages: Prison expansion is not prison reform." Women. Girls, and Criminal Justice 7(6): 87-88.

Sudbury, J. (2015). "Reform or abolition? Using popular mobilisations to dismantle the ‘prison- industrial complex’." Criminal Justice Matters 102(1): 17-19.

Unit 2 - Restorative Justice

Week 7 - Indigeneity & Justice Date: Tu 10/10 or Wed 10/11

In-Class

- Subject Material• How did Indigenous People address harm before settler-coloniallsm?• How does the Western Criminal Justice System differ from Indigenous justice?

- Writing Skill-Share• Selecting Evidence & Developing an Outline - Feedback Provided In Class

Reading

RequiredMonchalin, L. (2016). Indigenous governance and methods of addressing crime. The colonial

problem: an indigenous perspective on crime and injustice in Canada. Toronto, University of Toronto Press: 39-60 (21 pages).

Yazzie, R. (1994). '"Life Comes From It': Navajo Justice Concepts." New Mexico Law Review 14(1): 175-184 (9 pages).

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Fall 2017 CJ 525 SyllabusMonchalin, L. (2016). Euro-Canadian "justice" systems and traditional indigenous justice. The

colonial problem: an indigenous perspective on crime and injustice in Canada. Toronto, University of Toronto Press: 258-286 (28 pages).

Recommended

Consedine, J. (2003). The Maori restorative tradition. A restorative justice reader : texts, sources, context. G. Johnstone. Portland, Oregon, Willan Publishing: 152-157 (5 pages).

Zion, J. and R. Yazzie (2006). Navajo peacemaking : original dispute resolution and a life way. Handbook of restorative justice : a global perspective. D. Sullivan and L. Tifft. New York, Routledge: 151-160 (9 pages).

Week 8 - Western Restorative Justice Date: Tu 10/17 or Wed 10/18


• How does restorative justice differ from retributive justice?• How does restorative justice align with sociological competency?

- Writing Skill-Share• Paragraph Structure - Teach in Class

Reading

Zehr, H. (2015). The little book of restorative justice. New York, Good Books.

Week 9 - The Harmed & The Harmer Date: Tu 10/24 or Wed 10/25


• What about the person who survived harm?• What about the person who committed harm?

- Writing Skill-Share• Library Research - Taught in the library during class time

Reading

Alliance for Safety and Justice (2016). Crime Survivors Speak: The First-Ever National Survey of Victims' Views on Safety and Justice: 31 pages.

Porter, A. (2007). Restorative Justice Conferences Reduce Trauma from Crime, Study Shows. Restorative Justice Newsletter. Department of Corrective Services, New South Wales Government.

Bonta, J., et al. (2002). "An outcome evaluation of a restorative justice alternative to incarceration." Contemporary Justice Review 5(4): 319-338 (19 pages).

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Week 10 - Examples of RJ Date: Tu 10/31 or Wed 11/1


• RJ in Schools?• RJ in Communities?• RJ for Serious Harm?• RJ for Genocide?

- Writing Skill-Share• Writing Skill - Paragraph Structure - Due in Class

Homework

Writing Skill - Paragraph Structure - Due in Class

Reading

***trigger-warning*** Chrysalis Collective (2014). Beautiful, Difficult, Powerful. What About the Rapists?: Anarchist Approaches to Crime & Justice. (A)legal. London, Dysophia: 13-30 (17 pages).

Sumner, M., et al. (2010). School-Based Restorative justice as an Alternative to Zero- Tolerance Policies: Lessons from West Oakland. Berkeley, Thelton E. Henderson Center for Social Justice.

Week 11 - Critiques of RJ Date: Tu 11/7 or Wed 11/8

In-Class

- Subject Material• What are some criticisms of Restorative Justice?• What is Transformative Justice?

- Writing Skill-Share• Writing Skill - Paragraph Structure - Feedback in Class

Reading

***trigger-warning***(2014). Part Two: Retribution. What About the Rapists?: Anarchist Approaches to Crime & Justice. (A)legal. London, Dysophia: 62-66 (64 pages).

Maccani, R., et al. (2010). Experiments in Transformative Justice: The Challenging Male Supremacy Project in New York City. Left Turn: Notes from the Global Intifada. New York, PM Press.

Jashnani, G., et al. (2011). What does it feel like when change finally comes? : malesupremacy, accountability & transformative justice. The revolution starts at home:

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Fall 2017 CJ 525 Syllabusconfronting intimate violence within activist communities. C.-l. Chen, J. Dulani and L. L. Piepzna-Samarasinha. Brooklyn, South End Press: 217-235 (19 pages).

Unit 3 - Shrinking the Prison-Industrial Complex

Week 12 - Restorative Economics Date: Tu 11/14 or Wed 11/15


• What is Structural Violence?• What are Restorative Economics?• What are Worker Cooperatives?

- Writing Skill-Share• Writing Skill - Integrating Quotes - Teach in Class

Reading

Wilkinson, R. G. and K. Pickett (2010). Violence: gaining respect. The spirit level: why greater eguality makes societies stronger. New York, Bloomsbury Press: 129-144 (15 pages).

Sbieca, J. (2016). "These Bars Can't Hold Us Back: Plowing Incarcerated Geographies with Restorative Food Justice." Antipode 48(5): 1359-1379 (20 pages).

Wright, E. O. (2010). Real Utopias II: Social Empowerment and the Economy. Envisioning Real Utopias: 191-269 (78 pages).

FALL RECESS!

EXTRA CREDIT OPTION

- Watch Alcatraz is Not an Island.

- Write a one page reflection.

Week 13 - Docrim Poverty & Mental Health Date: Tu 11/28 or We 11/29


• How is poverty criminalized, what are the costs, and are there alternatives?• How is mental health criminalized, what are the costs, and are there alternatives?

- Writing Skill-Share• Writing Skill - Integrating Quotes - Due in Class

Homework

Writing Skill - Integrating Quotes - Due in Class

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Reading

Yarbrough, D. and C. Herring (2015). Punishing the Poorest: How the Criminalization of Homelessness Perpetuates Poverty in San Francisco. San Francisco, Coalition on Homelessness.

Berkeley Copwatch (2013). People's Investigation: In-Custody Death of Kayla Moore.

Fuller, D. A., et al. (2015). Overlooked in the Undercounted: The Role of Mental Illness in Fatal Law Enforcement Encounters. Arlington, VA, Treatment Advocacy Center.

Week 14 - Ending the War on Drugs Tu 12/5 or We 12/6

In-Class

- Subject Material• What is Decriminalization?• What is Legalization?• What is Harm Reduction

- Writing Skill-Share• Writing Skill - Integrating Quotes - Feedback in Class

Reading

Law Enforcement Against Prohibition (2013). After Prohibition.

Provine, D. M. (2007). Negro Cocaine Fiends, Mexican Marijuana Smokers, and Chinese Opium Addicts: The Drug Menace in Racial Relief. Unequal Under Law: Race in the War on Drugs. Chicago, University of Chicago Press: 63-90 (28 pages).

Week 15 - No Class Tu 12/12

Finals Week

Drop-In Office Hours

Dec 12, from 3:35p to 6:20p in HSS 101

Dec 13, from 3:35p to 6:20p in HSS 235

Final Essays Due (online, via iLearn): 12/15 at 11:59pPlease Note: For the Final Essays, students will be given instructions to write their essays, which will be available on ¡Learn.

Final Grades Posted Date: 1/4

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CHSS PolicyWelcome to the College of Health & Social Sciences,

This section is to inform you of the College and University policies that may affect you. Knowledge of these deadlines (viewed at http : //registrar, sfsu. edu/i and policies will help you to navigate the bureaucracy of the University while helping you succeed and graduate in a timely manner. Policies can be intimidating sometimes, but they ensure an equitable, consistent and reliable process for each student. Please review this information and refer to http://chss.sfsu.edu/ content/petitions-information for more detail on these policies. Approval of a petition from the instructor and/or Department Chair does not constitute automatic approval from the Associate Dean so please continue attending class until a decision is made. If you have any questions about how these policies specifically apply to your situation, please contact the Associate Dean's Office at [email protected] or in HSS 239.

When is the deadline to drop a class?

The last day to drop a class without a W grade is September 13. 2017 by 11:59 PM.

What if I wish to withdraw from a course after the drop deadline?

Withdrawal from a course is allowed from September 14. 2017 until November 17. 2017 only if you have serious and compelling reasons with current, relevant supporting documentation. The following are examples of non-serious and non-compelling reasons and would be denied:

• Changing major• Poor academic performance in class• Course no longer needed• Missing pre-requisite(s)• Instructor forgot to drop

• More time needed for other classesUnexpected changes in work schedule or serious accident, protracted illness, or family emergencies may be considered serious and compelling if appropriate supporting documentation is attached. The petition must be submitted within a reasonable timeframe (e.g., within 2 weeks of an illness or change in work hours) and must include your unofficial transcripts. From November 18. 2017 until December 12. 2017. you may not withdraw from a class or the University, except only in the case of a documented serious illness or verified accident.

Withdrawals cannot be initiated electronically and must be submitted using a paper application. A maximum of 18 units can be withdrawn, and a course can only be repeated once with a failing grade.

How do I take a course for Credit or No Credit (CR/NC) Grade?

Please check the course description in the Bulletin to determine if the class can be taken CR/NC. If it ispermitted, then you may change your grading option via your SF State Gateway until October 18. 2017 by 11:59 PM. The Associate Dean will not approve requests for changes if you miss this deadline.

What if I want to add a class after registration closes?

The period to add classes via permission numbers is August 23. 2017 through September 13. 2017 until11:59 PM. It is your responsibility to obtain a late permission number from your instructor and add the

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http://chss.sfsu.edu/


Fall 2017 CJ 525 Syllabusclass. Faculty cannot add you into a class. Starting September 14. 2017. a Waiver of College Regulations form must be submitted. This will only be approved if there was an administrative error.

How do I know if any changes in mv registration went through?

Always check your registration on your SF State Gateway after making any changes and before deadlines to ensure you are registered properly for your classes. It is always your responsibility to ensure your schedule is correct, even if the instructor indicates they will drop you. All deadlines will be strictly adhered to by the instructor, the Department Chair, and the CHSS Associate Dean.

When are finals?

According to Academic Senate policy F76-12 a time period is set aside at the end of each semester for a formal examination period. All classes are expected to meet during the final examination period whether an examination is given or not. The final examination schedule is: http : //www, sfsu. edu/~acadre s/final_exams/finalf 17 .htm

What resources are available to me on campus?

Disability Programs and Resource Center: Students with disabilities who need reasonable accommodations are encouraged to contact the instructor. The Disability Programs and Resource Center (DPRC) is available to facilitate the reasonable accommodations process. The DPRC, located in SSB 110, can be reached by telephone at 415-338-2472 (voice/TTY) or by e-mail at [email protected].

Student Disclosures of Sexual Violence: SF State fosters a campus free of sexual violence including sexual harassment, domestic violence, dating violence, stalking, and/or any form of sex or gender discrimination. If you disclose a personal experience as an SF State student, the course instructor is required to notify the Dean of Students. To disclose any such violence confidentially, contact:The SAFE Place - (415) 338-2208; http://www.sfsu.edu/~safe_plc/Counseling and Psychological Services Center - (415) 338-2208; http://psyservs.sfsu.edu/For more information on your rights and available resources: http://titleix.sfsu.edu

CHSS Student Resource Center (HSS 254): Provides academic advising and support to all students with a CHSS major. For more information and to book advising appointment: http://chss.sfsu.edu/src or call (415)405-3740.

Undergraduate Advising Center (ADM 212): Provides academic advising and support to all students. For more information: https://advising.sfsu.edu/.

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http://www.sfsu.edu/~safe_plc/

http://psyservs.sfsu.edu/

http://titleix.sfsu.edu

http://chss.sfsu.edu/src

https://advising.sfsu.edu/


Academic Honesty

Policy

Students will be expected to adhere to standards of academic honesty and integrity, as outlined in the Student Academic Honesty Policy. All written work and oral presentation assignments must be original work. All ideas/material that are borrowed from other sources must have appropriate references to the original sources. Any quoted material should give credit to the source and be punctuated with quotation marks.

Students are responsible for honest completion of their work including examinations. There will be no tolerance for infractions. If you believe there has been an infraction by someone in the class, please bring it to the instructor’s attention. The instructor reserves the right to discipline any student for academic dishonesty, in accordance with the general rules and regulations of the university.Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.”

Incidents of Academic Dishonesty will be reported to the Dean of Students. Sanctions at the University level may include suspension or expulsion from the University.

What is Plagiarism and Guidelines to Avoid it2

Plagiarism:

Intentionally or knowingly representing the words, ideas, or work of another as one's own in any academic exercise, including:

A. the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of another's work, without giving appropriate credit, and representing the product as one's own work;

B. the act of putting one's name as an author on a group project to which no contribution was actually made; and

C. representing another's artistic/scholarly works such as musical compositions, computer programs, photographs, paintings, drawings, sculptures, or similar works as one's own.

Guidelines:

Direct Quotations

Every direct quote must be identified by quotation marks, or by appropriate indentation or by other means of identification, and must be properly cited with author(s) name(s), year of publication, page number(s), footnotes and/or endnotes, depending on the citation style used. Proper citation style for

2 From CSUSM’s Academic Honesty Policy: https://www.csusm.edu/policies/active/documents/ Academic Honesty Policv.html

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https://www.csusm.edu/policies/active/documents/

Fall 2017 CJ 525 Syllabusacademic writing is outlined by such manuals as the MLA handbook for writers of research papers,APA: Publication manual of the American Psychological Association, or Chicago manual of style.

Paraphrase

Prompt acknowledgment is required when material from another source is paraphrased or summarized in whole or in part in one’s own words. To acknowledge a paraphrase properly, one might state: "to paraphrase Locke's comment..." and conclude with a citation identifying the exact reference. A citation acknowledging only a directly quoted statement does not suffice to notify the reader of any preceding or succeeding paraphrased material.

Borrowed Facts or Information

Information obtained in one's reading or research which is not common knowledge among students in the course must be acknowledged. Examples of common knowledge might include the names of leaders of prominent nations, basic scientific laws, etc.

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“Netiquette”

Email (QuickMail) Etiquette

When to QuickMail. These are two ideal situations for emailing your professor (in this class, and others):

1. When you have a question that could be answered in a paragraph or less.

2. To notify the professor of a more substantial issue (which can’t be answered in a paragraph or less) and that you’d like to discuss in person - either after class or during office hours.

Guidelines for a good QuickMail (or email). Students are still learning the culture of higher education and still developing their own professional maturity. As such, here is a guideline on how to draft a professional QuickMail (or email) to your professor:

Use a clear subject line: reference the exact lecture, assignment, or course material you’re concerned about

Use titles; refer to the professor as “Professor [insert last name]” (i.e. “Professor Rodriguez”).

• Be formal; practice your best tone, and use proper spelling and grammar (avoid the informallanguage of text messaging).

Be brief; your email should be no more than a screen in length.

• Be specific and precise; the more specific and precise information you provide, the better yourprofessor will be able to help you.

Show you’re resourceful. Explain 2-3 resources you consulted before contacting the professor (did you consult the syllabus? did you consult your comrades?).

Avoid entitlement by accepting responsibility. For example, if an assignment is late, accept your responsibility. Generally, if a student never attends and/or turns in work on time, yet still asks for help or special consideration, then professors will be less likely to cooperate with someone who comes off as irresponsible and entitled.

• Be proactive. Offer your help and/or specific ways you can help resolve this issue.

Use a signature. “Sincerely, [first name] [last name].”

Forum Posts

While this is a tradition, “face-to-face” course, we will likely have more opportunities to interact with one because we will be reading and responding to each other’s posts. As such, here are some internet etiquette (aka “netiquette” guidelines to consider as we engage in conversations with one another:

Use this as an opportunity to develop a professional brevity & tone in your writing; minimize slang and offensive language, as well as be brief, but informative.

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Fall 2017 CJ 525 Syllabus• Work on sharing “space” in a conversation by giving others an opportunity to join and participate;

don’t dominate the entire conversation.

• Capitalize your words and sentences accordingly; avoid using all-capital letters (this practice suggests impatience and anger).

Feel free to use emoticons or emojis accordingly, albeit sparingly.

Always be mindful of working with people that have different reading and writing abilities, help elevate each other’s abilities and confidence.

Be collaborative, and share tips with one another.

Be open to hearing and respectfully considering different opinions, even if they disagree with your own.

Be courageous and express your opinion,even if you know it is in disagreement with other positions in the conversation; this can help break “group-think”.

• Think and edit before you hit send on a message or forum post. Write your posts when you’re not stressed out or upset and give yourself a chance to revise them for content and tone.

When providing your comrades feedback, think about how you would like that kind of information conveyed to you (again, the golden rule).

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Documents

Global Restorative Justice & Corrections · 2019-12-19 · Prison-Industrial Complex and Prison Abolitionism (Weeks 2 to 6) 2. Restorative Justice (Weeks 7-11 ) 3. Shrinking the Prison