York University

 

AP/HREQ 1800 6.00   JUSTICE FOR CHILDREN

(Cross-listed to: AP/SOSC 1800 6.00)

Department of Equity Studies

Faculty of Liberal Arts & Professional Studies

 

Course Director: Professor L. Visano                                        Department of Equity Studies

tel: 416-736-2100 ext. 66317                                                           e-mail:    lavisano@yorku.ca

318 Atkinson Bldg.                                                                             Office hours: Fridays: 2pm – 4:00 http://www.yorku.ca/lavisano/courses.html

                                         

Course Director: Professor P.  Brienza                                        Department of Equity Studies

tel: 416)736-5235                                                                               e-mail:  pbrienza@yorku.ca

316 Atkinson Bldg.                                                                             Office hours: TBA

 

 

TIME and LOCATION:  LECTURES and TUTORIALS

LECTURE:  TUESDAYS --   4:30 – 6:30      LAS (Lassonde Bldg)   “A

 

TUTR 01  Tue       14:30      VC  104   Hazal Ungan Caliskan

TUTR 02 Tue        15:30      HNE  101 Hazal Ungan Caliskan

TUTR 03 Tue        15:30      HNE  105 Patricia Robinson

TUTR 04 Tue        14:30      VH  3006 Patricia Robinson

TUTR 05 Tue        19:00      VH  3017 Shila Khayambashi

TUTR 06 Tue        20:00      VH  1016 Shila Khayambashi

TUTR 07 Tue        19:00      R  S103    Ayvazian Kari Daryoush

TUTR 08 Tue        20:00      R  S104    Ayvazian Kari Daryoush

TUTR 09 Tue        13:30      DB  0004 Onyinyechukwu Udegbe

TUTR 10 Tue        15:30      VC  104   Sofia Noori

TUTR 11 Tue        19:00      VC  119   Kirk Atkinson

TUTR 12 Tue        20:00      R  S103   Kirk Atkinson

TUTR 13 Tue        14:30      SC  222   Sofia Noori

TUTR 14 Tue        14:30      BC  215   Onyinyechukwu Udegbe

TUTR 15 Thurs    13:30      MC  213 Kat Tam

TUTR 16 Thurs    15:30      R  S130   Kat Tam

TUTR 17 Tue        19:00      CB  122  Sukaina Dada

TUTR 18 Tue        20:00      CB  122  Sukaina  Dada

TUTR 19 Thurs    15:30      HNE  101 Kirk Atkinson

TUTR 20 Thurs    15:30      HNE  105 Thibault Biscahie

             

COURSE DESCRIPTION

The objective of the course is to introduce a critical understanding of the role of justice in the lives of children (pre-adolescence, adolescence and youth) as well the social and historical constitution of the changing rights of children. To this end, the historical development of the concept of the “child” and the current social realities of children will be examined as well as they influence institutions of child socialization such as the family, friends, schools, law, and media. Essentially, this course introduces students to think about and study the differential impact of culture in shaping the relationship(s) between justice and children. The study of the impact of implicit and deliberate social policies on the constitution of childhood identity will be supplemented with a more fundamental concern for the child as social actor who is able to negotiate and resist forms of social pressure.  

The concept of childhood is examined in terms of the "social self", that is, the complex relationship between self and society (identity and ideologies). This course moves beyond social psychology by investigating conceptually the “institutionalized” reproduction of the social "child". Our inquiries into socialization implicate social, political and economic struggles that reflect fundamental issues of injustice and inequality. Institutional forms of socialization are examined in terms of their respective relationship(s) with the state, political economy, law and culture. Children as offended against and as offenders (acting subjects and subjected actors) within the cultural calculus, are linked to hegemonic practices. For example, the social conditions of troubled children and children in trouble (poverty, abuse, violence, delinquency, etc.) informal and formal interventionist strategies and the consequences of containment, accommodation and resistance are highlighted. This course examines the relationship(s) of the self, groups, community and institutions; the interpretive framework for appreciating social realities; the location of agency and structure; generic processes of the situation; contexts, consequences and contests of meanings; challenges and prospects of linking the actor and community; theoretic convergences; and the  philosophy of the psychoanalysis.

Specifically, this course directs attention to the dynamic, dialectical and yet differential impact of ideologies on identities and institutions. We will investigate how ideologies shape policies and practices as well as the behavior and beliefs of children. How for example does law advance justice for children?

After completing this course, students should be able to interrogate how discourses and practice create children as ideologically appropriate subjects and how theories form and inform conflicting narratives of hegemonic articulations of dependencies and the actual experiences of injustice. This course confronts contradictions inherent in liberal democratic (capitalist) states especially in the “official” authoritative treatment of children and related issues of fundamental equality. This course seeks to provide a critical reading of children as a site of inquiry within comparative and historical contexts of political economy, cultural reproductions and hegemonic state and corporate practices". Justice, as a set of texts, as narratives of inequality and as moments of morality are further contrasted. Moving well beyond the limitations of mainstream child socialization, this course encourages a progressive, strategic and engaged ‘praxis’ as a strategic site of social change.  

LEARNING OBJECTIVES

Teaching and learning about justice and children allows students to understand the importance of treating people equitably and the responsibilities we all have to protect the rights of others. Upon the successful completion of this course, students should be able to:

The aims of this course are threefold:

First, to challenge the intellectual curiosities of students re.  Justice for children and youth   and facilitate the acquisition of intellectual tools: i. develop conceptual, thinking analytical skills; ii. Enhance writing skills; iii. Encourage the acquisition of oral skills.

Second, this course seeks to assist students in demonstrating a familiarity with the impact of ideologies on institutionalizing injustices in an effort to argue that the inherent normative nature of socialization in Canadian society exacerbates justice.

              Lastly, students are urged to engage in debates about the role of culture in framing consciousness, law, popular media, public perception and current controversies regarding diverse interventive strategies.

Key concepts: Culture, Children, Justice

Theme: The Impact of culture on the relationship between justice and children

Conceptual Framework: the role of ideologies in institutionalizing identities

 

LEARNING EVALUATION AND GRADING

  • Written Essay (10%)  reflection piece to be submitted to the Tutorial Assistant Tuesday, Nov 14, 2017
  • Test#1, In-Class: (20%) short concept-based essay responses Tuesday, Nov 28, 2017
  • Test#2, In-Class: (30%) short concept-based essay responses Tuesday, Feb 13, 2018
  • Test#3, In-Class: (20%) short concept-based essay responses Tuesday, April 3, 2018
  • Participation: 20% (i.) active & sustained class participation; and, (ii.) presentation and (iii.) attendance in Tutorials

 

In addition, tutorial discussions will include specific advice on how to prepare for assignments and related matters as well as general and specific concerns about course materials (lectures). Important announcements regarding deadlines, reviews, dates for in-class tests and related course administration issues will be posted on the course website: http://www.yorku.ca/lavisano/courses.html

  DATES (2017- 2018)

 Classes start  Sept. 7, 2017    

Fall Reading Days (no classes, University open)  Oct. 26-29           

Fall classes end  Dec. 4          

Fall Study Day  (no classes; University open  Dec. 5           

Fall examinations  Dec. 6-21             

Winter break - University closed Dec. 23 - Jan. 2     

Winter Reading Week (no classes, University open) Feb. 17-23      

Winter classes end       April 6             

Winter examinations    April 9-23       

Thanksgiving Day - University closed  Oct. 9           

Winter break - University closed   Dec. 23 - Jan. 2                 

Family Day - University closed   Feb. 19      

Good Friday - University closed  March 30  

 

Last date to add a course without permission of instructor   Sept. 20            

Last date to add a course with permission of instructor)       Oct. 18             

Drop deadline: Last date to drop a course without receiving a grade Feb. 9           

Course Withdrawal Period (withdraw from a course and receive a grade of “W” on transcript –             Feb. 10 - Apr. 6           

 

REQUIRED COURSE TEXTS / READINGS

FIRST TERM COURSE MATERIALS / READINGS

SECOND TERM COURSE MATERIALS / READINGS

 

ORGANIZATION OF LECTURES

 

FIRST TERM: PROFESSOR L. VISANO

 

CHILDREN AND THE “SOCIAL BEING”

PART ONE: THE IDEA OF CHILDREN

SEPTEMBER 12, 2017.  LECTURE ONE: INTRODUCTION

Administrative concerns; grades and assignments; readings; tutorial participation; course protocol,

Preview of course content, themes and problematics      

Knowledge as Mediated: "a matter of opinion"

Overview of themes and levels of analyses (macro/mecro/micro) --- key concepts.

Justice, Rights and Inequalities as Generic Processes and Structures

          

 

PART TWO:  IDEOLOGY

 THEORETICAL AND HISTORICAL PERSPECTIVES: CULTURAL CONTEXTS

SEPTEMBER 19, 2017.   LECTURE TWO: CONCEPT OF THE CHILD

Overview of the concept of children:   mythologies, metaphors and morality   

Traditions and Religion

Perceptions, fears and images

History and Disciplining youths: the phenomenon of youth and the origins of youth

Property, Persons and Rights

Cultures of child-saving as moral projects

REQUIRED READINGS

Albanese.  2016. Chapter 1.

 

SEPTEMBER 26, 2017. LECTURE THREE: CHILD DEVELOPMENT AS MORAL DEVELOPMENT

Piaget, Kohlberg, Gilligan, 

REQUIRED READINGS

Albanese.  2016. Chapter 2.

 

OCTOBER 3, 2017. LECTURE FOUR: CONCEPTS OF JUSTICE AND ETHICS IN RESEARCH

Nature of Knowledge

REQUIRED READINGS

Albanese.  2016 chapter 3.

PART THREE:

INSTITUTIONS: THE SOCIAL ORGANIZATION OF RESPONSES

OCTOBER 10, 2017. LECTURE FIVE: THE FAMILY

Doctrinal discipline: “home sweet home”

Policing the family; Docile bodies

Hegemony of roles and rules in disciplining children and youth  

Children as victims and as trouble: Child and Family Services Act

REQUIRED READINGS

Albanese.  2016. Chapter 4.

 

OCTOBER 17, 2017.  LECTURE SIX:   SCHOOLING

Discipline and conformity

Rules, roles and rights

REQUIRED READINGS

Albanese. 2016. Chapters 5 and 7.

OCTOBER 24, 2017.  LECTURE SEVEN: POPULAR CULTURE

Cool Cultures and Mediocre Messages

Play-- entertaining   gaming

Boredom

Alienation and Ideology

REQUIRED READINGS

Albanese. 2016. Chapter 6.

October 31, 2017. LECTURE EIGHT  

THE IMPACT OF CLASS: INEQUALITIES OF CARE

Freedom from Class Discrimination

Poverty

REQUIRED READINGS

Albanese.  2016. Chapter 7 and 10.

 

NOVEMBER 7, 2017. LECTURE NINE THE BEHAVIOR OF LAW

Child as offended

Children in trouble   social work

“Doing Good / Doing Justice:  welfare laws

Ideology of conscience and convenience; care and consent

Law as the normative calculus of rules

Law and ideologies

REQUIRED READINGS

Albanese. 2016. Chapters 11 and 12.

 

NOVEMBER 14, 2017. LECTURE  TEN:   RACIALIZED,   INEQUALITIES

REQUIRED READINGS

Albanese. 2016. Chapters 8 and 9.

 

Written Essay (10%):reflection piece to be submitted to the Tutorial Assistant Nov 14, 2017 

 

NOVEMBER 21, 2017.  LECTURE ELEVEN: THE CHALLENGES OF CHILDOOD

REQUIRED READINGS

Albanese. 2016. Chapter 13.

 

NOVEMBER 28, 2017. LECTURE TWELVE:

MIDTERM TEST: TWO SHORT ESSAY- BASED RESPONSES (20%)

 

 

 

 

SECOND TERM: PROFESSOR P. BRIENZA

 

YOUTH, CRIME & CRIMINALIZATION

 

PART FOUR   CHALLENGES AND CONFRONTATIONS

 

JANUARY 09, 2018.  LECTURE THIRTEEN: THEORIZING CRIMINALITY

Youth  Crime As Constructed And

 Normative Approaches:  “The Constructed Social Reality of Crime”

Crime as a collective conscience; crime and the normative calculus of rules

Tension - state and Strain; the Chicago School; Neutralization; Cultures and Subcultures; Control Theories: Attachments, Beliefs and Commitments; Differential Association

Continuities and Closures.

Interpretive Approaches: Constructing  Youth Crime

Situations, meanings and subjectivity: the defining self

Moral enterprises

Neutralizations, trouble, excuses and appeals: negotiating, maintaining and legitimating identity

Peers cultures as coping strategies

Socialization as regulation/ integration: trust and suspicion

The self as a dialectical and social narratives of the self

Language and conversation

Differential values and responses to the social

Careers, contingencies (self, others and skills), and stages of involvements

Bonds, Networks and Communities

Negotiations and exchange

REQUIRED READINGS

Visano, 2017. Chapter 1, Introduction and Relevant Sections in Chapter 2 Theoretical Perspectives (to be announced).

 

JANUARY 16, 2018.  LECTURE FOURTEEN:

“CONSTRUCTORS OF YOUTH CRIME”

Power, Class and Inequality: Conflict / Power and Inequalities

(In)Justice and Inequality, social order as criminogenic

REQUIRED READINGS

Visano, 2017. Relevant Sections in Chapter 2 Theoretical Perspectives (to be announced).

  

PART FIVE: EMPIRICAL MANIFESTATIONS

JANUARY 23, 2018.  LECTURE FIFTEEN: 

DOMINANT CULTURE as a LOCUS OF COERCION

Mediated Regulation   

REQUIRED READINGS

Visano, 2017.  Chapter Three: The Impact of Culture.

 

JANUARY 30, 2018.  LECTURE SIXTEEN: THE BEHAVIOR OF LAW

Child as offender

Children as trouble

JDA/ YOA/ YCJA

REQUIRED READINGS

Visano, 2017. Chapter Four: Criminal Law and Youth.

FEBRUARY 6, 2018.   LECTURE SEVENTEEN: TYPOLOGIES and DIFFERENCE

Strategies of resistance or consumptive cooptation

 Juvenile prostitution

Resistance, Risk and Conscience: Resistance as Conscientization

REQUIRED READINGS

Visano, 2017 Chapter Five: Street Hustling.

 

FEBRUARY 13. LECTURE EIGHTEEN:

Test #2, In-Class: (30%) THREE SHORT CONCEPT-BASED ESSAY RESPONSES

 

FEBRUARY  20,   2018   READING WEEK , NO CLASS

 

PART SIX:  INJUSTICES

FEBRUARY 27, 2018.   LECTURE NINETEEN: PSYCHE AND RIGHTS

 Adolescence as turbulence

REQUIRED READINGS

Visano, 2017.  Chapter Six:  Addictions.

 

MARCH 6,   2018.   LECTURE TWENTY:   YOUTH INEQUALITIES

a) Gender and Delinquency

Cycles of Violence

REQUIRED READINGS

Visano, 2017.  Chapter Seven: Gendered Criminalization.

 

MARCH 13, 2018. LECTURE TWENTY ONE: YOUTH INEQUALITIES

b) Race and Delinquency

REQUIRED READINGS

Visano, 2017. Chapter Eight: Racialized Criminalization.

 

 MARCH 20, 2018.   LECTURE TWENTY TWO: YOUTH RIGHTS

Community and National Intervention Strategies

Youth empowerment

Criminalization of Peace   

Remedies and “Reform”

REQUIRED READINGS

Visano, 2017. Chapter Nine: Resistance.

 

MARCH 27, 2018.  LECTURE TWENTY TWO:  CONCLUSIONS: “MORE OF THE SAME?”:

FROM LOCAL TO GLOBAL INJUSTICES

REQUIRED READINGS

Visano. 2017, Chapter 10.

 April 3, 2018 LECTURE TWENTY FOUR

FINAL TEST: TWO SHORT ESSAY- BASED RESPONSES (20%)

 

 

ACADEMIC POLICIES / INFORMATION

Academic Integrity

Plagiarism, using commercial essay writing services and unauthorized multiple submissions of academic assignments are just three of the issues that arise under the heading of academic integrity.   Students taking this course are reminded to familiarize themselves with the York University policies on academic integrity. The relevant website is:

http://www.yorku.ca/academicintegrity/students/index.htm

Academic Standards and other issues

It is a York University Requirement that all students familiarize themselves with the information contained of the Senate Committee on Curriculum & Academic Standards webpage (see Reports, Initiatives, Documents), available at:

http://www.yorku.ca/secretariat/senate_cte_main_pages/ccas.htm

 

IMPORTANT COURSE INFORMATION

The Senate Committee on Curriculum & Academic Standards (CCAS) provides a Student Information Sheet that includes:

 

ADDITIONAL INFORMATION:

 •      Services for Mature and Part-time Students

The Atkinson Centre for Mature and Part-time Students (ACMAPS) maintains and strengthens York University’s ongoing commitment to welcome and to serve the needs of mature and part-time students. For further information and assistance visit: http://www.yorku.ca/acmaps

 

 

“The mind is like an umbrella, it functions best when open”

 

GRADING EVALUATION for AP/HREQ 1800 6.00   A

Legend:

    E: Excellent; VG: Very Good; G: Good; W: Weak; I: Incomplete; NA: Not Applicable

Common Grading Scheme for Undergraduate Faculties

Approved by Senate Committee on Examinations and Academic Standards

GRADE,  GRADE POINT,  PER CENT RANGE  AND  DESCRIPTION

 

A+. 9. 90-100%. Exceptional Thorough knowledge of concepts and/or techniques and exceptional skill or great originality in the use of those concepts, techniques in satisfying the requirements of an assignment or course. 90%-100%

 

A. 8. 80-89%.  Excellent Thorough knowledge of concepts and/or techniques with a high degree of skill and/or some elements of originality in satisfying the requirements of an assignment or course.

 

B+. 7. 75-79%. Very Good Thorough knowledge of concepts and/or techniques with a fairly high degree of skill in the use of those concepts, techniques in satisfying the requirements of an assignment or course.

 

B. 6. 70-74%. Good Good level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy the requirements of an assignment or course.

 

C+. 5. 65-69%. Competent Acceptable level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy the requirements of an assignment or course.

 

C. 4. 60-64%. Fairly Fairly Competent Acceptable level of knowledge of concepts and/or techniques together with some skill in using them to satisfy the requirements of an assignment or course.

 

D+. 3. 55-59%. Passing Slightly better than minimal knowledge of required concepts and/or techniques together with some ability to use them in satisfying the requirements of an assignment or course.

 

D. 2. 50-54%. Barely Passing Minimum knowledge of concepts and/or techniques needed to satisfy the requirements of an assignment or course.

 

E. 1. Marginally Failing

 

F. 0. Failing

 

 

FOCUS, CLARITY, CONSISTENCY AND LOGIC ARE VERY IMPORTANT ELEMENTS

 

ANALYSIS

Comprehension of material/concepts discussed

Application of relevant analysis

Logic, clarity, and consistency of analysis: quality not quantity of paragraphs/ pages

Linking together of theory and application  

Weak; superficial depth, missing persuasiveness, descriptive/not analytical counter, ill-informed/ opinions/ journalistic/ (stream of consciousness) not thoughtful etc.

Substantiate all arguments raised; defensible position; supportable; thematically arranged; new ideas raised; innovative; courageous; bold; timid; ambitious; too informal; circular; trite\ cliché\ shallow\; how defensible/tenable is the analysis/

SKILL

Accuracy and skill at applying concepts/techniques; thoroughness of application

Comprehension of assumptions necessary to render concept/technique/method applicable to problem. Inadequate/ inappropriate use of theory to support argument; unclear theoretical perspective; method inconsistent with theoretical perspective

Absence of rationale for theoretical perspective or method; no recognition of limitations of theory/method adopted

CONTENT: quality of arguments: poorly researched; current trends and theories shortshrifted; appreciation of the literature; related explicitly to the course headings; funnel approach

DEVELOPMENT OF ISSUE(S):

Asking the appropriate questions (very important).

Indication of thinking through the thinking process

Setting out of main points and central issues (grounding the arguments)

Provision of background context and/or history

Integration of course material into development and presentation of argument.

Application of “hourglass” shape of development (general-specific-general). Shape a) general b) specific c) general. Circular?  well corroborated, demonstrates critical capacities; clearly stated thesis; levels of articulation; levels of coherence; direction, flow and logical sequencing; too discursive /descriptive; too many issues raised and foci buried; deplete of foci/ ; muddled interpretations/ excessive jargon/ clichés/slogans;   Is the Main Argument Supported; How so?  What kinds of evidence (empirical?); loses sight of the salient themes

Development: unclear logical or thematic development; relation to course material unclear; incomplete/distorted/contradictory argument

ISSUE(S) STATEMENT

 Expression of issue(s) and their respective significance.

Identification and explanation of theory/ methods/ policy implications.

Thesis statement focus. (Significance; utility; originality; too general, too much territory; focus; too narrow - insensitive to related issues).

 

                                 

 

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