Day 11 — Media, Crime, Criminal Justice
Day 11: Tuesday, June 12, 2018 – Media and Criminal Justice Policy
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Our Class
Dates to Remember:
— Tuesday, June 12th – Visual Project Overall Learning Assessment due
— Wednesday, June 13th – Last Class Meeting
Topic: Media & Criminal Justice Policy
Preparatory Readings:
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- Potter and Kappeler. Constructing Crime. entirety
- Rafter. Shots in the Mirror. Chapter 7.
- Surette. Media, Crime and Criminal Justice . Chapter 8-9
- Documentary: “Who the @#$% is Jackson Pollock?” (to be shown in class)
Lecture related links:
Concepts to be covered:
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- different types of crime narratives
- different types of crime film heroes
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- prosocial television
- public service announcements (PSAs)
- anti-crime effots
- offender deterrence programs
- victimization reduction programs
- backwards law
- episodic format; thematic format
- immanent justice
- cybercrime
- copycat crime
Discussion Questions:
Note: In order to answer these discussion questions, you will need to do the assigned readings and view the documentary. Due: Wednesday, June 13th.
- Briefly describe each different type of crime film narrative. Today, which type of crime film narrative is the most popular? Why. In Rafter’s discussion of the types of crime heroes, which is the most prevalent today? Why.
- Where and when are surveillance cameras acceptable? Does it matter if they are hidden or openly viewed? does it matter who is watching? Do people have the right to be informed that they are within the view of a surveillance system? [from Surette, p. 202]
- What are the connections between the assigned readings and the documentary, “Who the !@#$ is Jackson Pollock”? In other words, how does this documentary relate to some of the major concepts introduced in this course? Why.
- Discuss a recent local crime or criminal justice event that resulted in heavy media coverage and calls for a change in criminal justice policy. Discuss how the competing constructions of the issue were framed, whether the event became a symbolic crime, and whether a policy change followed or appears likely. [Surette, p. 224]
Learning Beyond:
Note: Other things you might want to explore beyond this week’s materials.
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- Watch the film, “The Enemy of the State” and discuss concerns of living in a high-surveillance society. [from Surette]
- Trace a recent example of the media-based anti-crime effort. How successful was this effort?
- Research CrimeStoppers International and other comparable programs. How successful are such programs? Why.
Recommended Readings:
— Ray Surette. Justice and the Media.
— Ray Surette. The Media and Criminal Justice Policy.
— G O’Keefe. Taking the Bite Out of Crime: The Impact of a Mass Media Crime Prevention Campaign.
— D. Rosenbaum. Crime Stoppers: A National Evaluation of Program Operations and Effects.
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- Gaye Tuchman. The TV Establishment.
- Herbert Schiller. Mind Managers.
- Herbert Schiller. Information Inequality.
- Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
- Todd Gitlin. The Whole World is Watching.
- Robert McChesney. Rich Media, Poor Democracy.
- Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distort the News.
- Bernard Goldberg. Arrogance: Rescuing America from the Media Elite.
Updated: June 11, 2018
Day 12 — Media, Crime, Criminal Justice
Day 12: Wednesday, June 13, 2018 – The Future of Media and Justice
Our Class
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Topic: The Future of Media & Justice
Preparatory Readings:
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- Potter and Kappeler. Constructing Crime. Epilogue.
- Rafter. Shots in the Mirror. Ch. 8
- Surette. Media, Crime and Criminal Justice . Ch. 10-11.
- Documentary: “—- ” (to be shown in class)
Lecture related links:
Concepts to be covered:
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- illocutionary discourse
- definition of the situation
- social constructionism
- perception v. reality
Discussion Questions:
Note: In order to answer these discussion questions, you will need to do the assigned readings. Due: Wednesday, June 13th (be prepared to discuss in class).
- Which author’s conclusion — Potter & Kappeler, Rafter or Surette — do you agree with the most? Why.
- Based on the materials presented in this course, what is the future direction of media, crime, criminal justice? Why. What does this tell us about the interrelationship between theory, policy, practice?
- In evaluating the teaching/learning model, what are its weaknesses and strengths? Why. And, what ideas and suggestions do you have to improve this teaching/learning model? (Constructive criticism only).
Learning Beyond:
Note: Other things you might want to explore beyond this week’s materials.
-
- Watch the film, “The Enemy of the State” and discuss concerns of living in a high-surveillance society. [from Surette]
- Trace a recent example of the media-based anti-crime effort. How successful was this effort?
- Research CrimeStoppers International and other comparable programs. How successful are such programs? Why.
Recommended Readings:
— Ray Surette. Justice and the Media.
— Ray Surette. The Media and Criminal Justice Policy.
— G O’Keefe. Taking the Bite Out of Crime: The Impact of a Mass Media Crime Prevention Campaign.
— D. Rosenbaum. Crime Stoppers: A National Evaluation of Program Operations and Effects.
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- Gaye Tuchman. The TV Establishment.
- Herbert Schiller. Mind Managers.
- Herbert Schiller. Information Inequality.
- Todd Gitlin. Media Unlimited: How the Torrent of Images and Sounds Overwhelm Our Senses.
- Todd Gitlin. The Whole World is Watching.
- Robert McChesney. Rich Media, Poor Democracy.
- Bernard Goldberg. Bias: A CBS Insider Exposes How the Media Distort the News.
- Bernard Goldberg. Arrogance: Rescuing America from the Media Elite.
Updated: June 11, 2018
Week 15: Law & Social Change
Week of May 6, 2018 – Summary & Conclusion
To stay on track: Your journal from second meeting until last class will be due at the end of class on Monday, May 7th.
Deadlines & Due Dates:
- May 7th – Last Day of Class
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Preparatory Readings:
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- Arrigo, Bruce. Social Justice/Criminal Justice. Chapters 6 & 13.
- Crow Dog, Mary. Lakota Woman. entirety.
- Tygiel, Jules. Baseball’s Great Experiment. entirety.
- Rodriguez, Luis. Always Running. entirety.
- Houston, Jeanne & James. Farewell to Manzanar. entirety.
- Curran and Takata. Sociology of Law Handbook:
— Introduction
— Chapter 1, part 1
— Chapter 1, part 2
— Chapter 2 - Documentary: “Beyond Manzanar” (shown in class)
Lecture related links:
Concepts to be covered:
- Japanese American National Museum
- Japanese American Internment
- legacy of fear
- Chinese Exclusion Act
- Issei, Nisei, Sansei, Yonsei
- Executive Order 9066
- shikataganai
- gaman
- immigrants v. refugees
- FOB (fresh off the boat)
- postmodern
- storytelling
- white privilege
- difference
Discussion Questions:
Note: In order to answer these discussion questions, you will need to read this week’s assigned readings and view the documentary “Beyond Manzanar”. Due: Monday, May 7th.
- How do feminism and postmodernism differ from one another? (from Arrigo, p. 126, Q.1) Why. Relate your answer to Farewell to Manzanar.
- Why is equality a problematic concept for feminists and postmodern scholars, and how to they propose to alter the laws to address these problems? (Arrigo, p. 126, Q.8)
- What are some consequences of the media’s treatment of whiteness and crime? How do the media contribute to the perpetuation of racial inequality in the United States?
- What did you like best about this course? the least? Why. What ideas and suggestions do you have to improve this course? (Constructive criticism only).
Going Beyond the Course Materials:
Note: If this week’s topics interest you, here are suggestions for going beyond:
- Examine the concept of “white privilege.” What does this tell us about the interrelationship between “theory, policy, practice”?
- Examine the Japanese American internment years. Why did it happen? Can it happen again?
- Explore one of the Asian American ethnic enclaves — Chinatown, Little Saigon, Koreatown, Japantown, Little Tokyo.
- Research one of the following topics: 1) Asian gangs, 2) Southeast Asian refugees, 3) the Hmong in Wisconsin, 4) movie stereotypes such at Suzy Wong or Fu Manchu.
- Examine the media stereotypes and the stereotyping of today’s Asian Americans. How have such stereotypes changed over time — from the past to present day?
- Trace the origins and persistence of the “model minority.”
- Trace the historical and contemporary origins of the Japanese American Citizens League.
Recommended Readings:
- Richard Maxwell Brown. Strain of Violence: Studies of American Violence and Vigilantism.
- David Wellman. Portraits of White Racism.
- Robert Blauner. Black Lives, White Lives.
- Paula Rothenberg. White Privilege.
- Maurice Berger. White Lies: Race and the Myth of Whiteness.
- David Roediger. Black on White: Black Writers on What it Means to be White.
- Michi Weglyn. Years of Infamy.
- Richard Reeves. Infamy.
- Roger Daniel. Politics of Prejudice.
- Ronald Takaki. Iron Cages.
- Amy Tan. The Joy Luck Club.
- Lawson Fusao Inada. Only What We Could Carry.
- Greg Robinson. By Order of the President: FDR and the Internment of Japanese Americans.
- Victor Nee. Longtime Californ’.
- H. Kim A Legal History of Asian Americans, 1790-1990.
- Tetsuden Kashima. Judgment Without Trial: Japanese American Imprisonment during World War II.
- Email me at: takata@uwp.edu
Created: July 27, 2003
Latest Update: May 2, 2018
Week 15: Professions
Week of May 6, 2018 – Summary & Conclusion
To stay on track — 1) If you have a “no grade” because you are missing discussion questions/sets, resolve before the end of the last class meeting or the grade will become an “F.” 3) From your second meeting to the last class, maintain your journals. Only that portion will be due on the last day of class.
Dates/Deadlines:
- May 7th – Last Day of Class
Preparatory Readings:
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- Spencer Johnson. Who Moved My Cheese? — entire book.
- Mark Jones. Criminal Justice Pioneers in U.S. History. — entire book .
- Susan Takata and Jeanne Curran. Theory, Policy, Practice of a Career. [online] — Chapters 12 and Now what?.
- J. Scott Harrs & Karen Hess. Careers in Criminal Justice and Other Related Fields – Section 4.
- Randy Pausch. The Last Lecture. second half of the book
- Documentary: “_____” (shown in class)
Lecture related links:
- Dr. Seuss Oh, the Places You’ll Go
- Dog Letters
- Theory, Policy, Practice
- W.I. Thomas “Definition of the Situation
Concepts to be covered:
- stigma
- office politics
- promotions & advancements
- career changes
- “off duty” activities
- identity crisis
- job loss
- ethical dilemmas
- right v. wrong
- the “right” answer
- convergent production v. divergent production
- job v. career
- juggling career and family
- the sandwich generation
- theory, policy, practice
- 6 Cs
Discussion Questions:
Note: In order to answer these discussion questions, you will need to read this week’s assigned readings. Due: Monday, May 7th.
- In your future career, what do you anticipate to be the most pressing ethical dilemma that you might find yourself in? Why?
- What wisdom would you choose to impart to the world if it was your last lecture? Why.
- Why do you think some people put more emphasis on their jobs (or careers) than on the rest of their lives? [from H&H, page 320]
- What did you like best about this course? The least? Why. What ideas and suggestions do you have to improve this course? (Constructive criticism only).
Suggestions for your Career Portfolio:
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- Select a one week period. Record how you spend your time. Analyze your use of time. How efficient are you? Are there ways to improve? How?
- Put together a collage that summarizes what success means to you.
- Create a photographic presentation of the do’s and don’ts when decorating your office or cubicle.
- Create a visual collage tracing your career path – past, present & future.
- Videotape yourself answering interview questions. Constructively critique your performance.
- Write one to two pages discussing role models and mentors who have helped you along the way.
- Map out or illustrate you career path to date.
- Read a biography or autobiography about a prominent criminal justice professional.
- Map out your career related network. Analyze the connections as well as the disconnects in your network.
Recommended Readings:
- Harvey McKay. Sharkproof.
- Harvey McKay. Swim with the Sharks.
- Spencer Johnson. Peaks and Valleys.
- Deepak Malhotra. I Moved Your Cheese.
- Richard Bolles. What Color is Your Parachute?
- Malcolm Gladwell. Outliers: The Story of Success.
- Dennis W. Bakke. Joy at Work.
- Megan Hustad. How to be Useful.
— Jurgen Habermas. Between Facts and Norms.
— Martha Minow. Making All the Difference: Exclusion, Inclusion and American Law.
Email: takata@uwp.edu
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Created: July 27, 2003
Latest Update: May 2, 2018
Week 15: Corrections
Week of May 6, 2018 – The Future of Corrections Summary & Conclusion
To Stay on Track: 1) If you have a “no grade” because you are missing discussion questions/sets, resolve by the last day of class or it will become an “F.” 2) Maintain your journals until the last class, (journal from second meeting to last class due on Monday, May 7th).
Dates/Deadlines:
- Monday, May 7th – Last Day of Class
Preparatory Readings:
- Hassine. Life Without Parole. — entirety.
- Haas and Alpert. Dilemmas of Corrections. Chapters 31-34.
- Dawley. A Nation of Lords. entirety.
- Documentary: “—–” (to be shown in class)
Lecture related links:
- Office of Juvenile Justice and Delinquency Prevention
- National Institute of Corrections A resource on jails and local detention.
- Wisconsin Department of Corrections
- Theory, Policy, Practice
- W.I. Thomas “Definition of the Situation
Concepts to be covered:
- death penalty
- restorative justice
- shaming
- private prisons
- retribution
- deterrence
- rehabilitation
Discussion Questions:
Note: In order to answer these discussion questions, you will need to do this week’s readings. Due: Monday, May 7th.
- Compare and contrast Hassine’s Life Without Parole with Dawley’s A Nation of Lords. What are some of the similarities and differences between these two books? Why.
- Based on this week’s Haas & Alpert readings, how do you think offenders will be corrected in the future — punishment v. rehabilitation? Why. Are things getting better or worse? Why.
- What did you like the best about this course? the least? Why. What ideas and suggestions do you have to improve this course? (Constructive criticism only).
Going Beyond the Course Materials:
Note: If you found this week’s topic interesting, check out how you can go beyond the materials discussed.
- Research what is the future direction of American corrections.
- What are the arguments for and against the death penalty? Which side do you take? Why.
- Related to capital punishment, read these books:
- Franklin Zimring. The Contradictions of American Capital Punishment.
- Vincent Henry. Deathwork.
- Daniel Glaser. Alternatives to Imprisonment.
- Check out the latest research and grant funding programs at the DOJ website.
- Other books related to juvenile corrections:
- Anthony Platt. Childsavers.
- Barry Krisberg. Juvenile Justice.
- Meda Chesney-Lind. The Female Offender: Girls, Women, and Crime.
- James Finckenauer. Scared Straight: The Panacea Phenomenon.
- People and Folks: Gangs, Crime, and the Underclass in the Rustbelt.
- Malcolm Klein. The American Street Gang.
- If you enjoyed reading Hassine’s Life Without Parole, you might be interested in other prisoner autobiographies/biographies:
- Jack Henry Abbott. In the Belly of the Beast.
- Leonard Peltier. Prison Writings.
- Jarvis Jay Masters. Finding Freedom: Writings from Death Row.
- Mumia Abu-Jamal. Live from Death Row.
- Rubin “Hurricane” Carter. Thirteenth Round.
- Eldridge Cleaver. Soul on Ice.
- The Autobiography of Malcolm X.
Recommended Readings:
- Louis Sachar. Holes.
- Louis Sachar. Small Steps. (sequel to Holes).
- Wil Hobs. Downriver, and the sequel River Thunder.
- Walt Myers. Monster.
- Walt Myers. Shooter.
- Carl Hiaasen. Hoot.
- Christopher Curtis. Bud, not Buddy.
- Michelle Alexander. The New Jim Crow.
- John Irwin. The Warehouse Prison.
- John Irwin. Prisons in Turmoil.
- John Irwin. The Imprisonment Binge.
Email me at: takata@uwp.edu
Our Creativity
Created: July 27, 2003
Latest Update: May 2, 2018
Susan Takata 