JCL 120: Theory and Inquiry in Justice, Community and Leadership
Course Description
This course is intended as an advanced introduction to the critical social theory utilized
in the JCL program to evaluate political, social, cultural, economic, educational, and
environmental justice issues that confront local, regional, national and global
communities. Critical social theory is distinct from other forms of critical theory
(philosophical, political, literary) yet it is in conversation with them. We will explore the
relationships between oppression, power, society, education and social change.
Learning Objectives
1. Understand critical theories of justice, community and leadership (e.g. theories of
oppression, engaged pedagogy, social ethics, transformation and change).
2. Compare and evaluate concepts, ideas, approaches and theories relative to one
another.
3. Apply course concepts and theories to demonstrate a capacity for coherent
principled analysis of contemporary social problems.
4. Learn and practice the basic principles of academic writing.
5. Demonstrate through critical self-reflection your own working theory of
leadership and social change.
6. Practice use of selected methods of inquiry to analyze social phenomena.
Required Reading:
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Paulo Freire, Pedagogy of the Oppressed
John Dewey, Experience and Education
bell hooks, The Pedagogy of Hope
Michael Sandel, Justice: What’s the Right Thing to Do?
Komives, Exploring Leadership: For College Students Who Want to Make a Difference
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Robert Coles, Doing Documentary Work
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Michael Kimmel and Abby Ferber, Privilege: A Reader
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Assignments
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4 Sets of Inquiry Exercises related to the featured unit authors (20%)
3 unit exams, one comprehensive exam (25%)
Group precis of chapters from Sandel book (5%)
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Annotated Bibliography (10%)
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Literature Review related to assigned Sandel chapters (10%)
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Reflection essays developing a personal theory of leadership and social change
(10%)
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Participation (20%)
Tentative Course Schedule
Weeks 1-3 -- Unit 1: Paulo Freire Pedagogy of the Oppressed
Week One:
Intro to Course, Syllabus Overview, Considering Community, Justice and Leadership
Read: Freire, Foreword, Preface, Chapter 1; Coles, Intro, Chapter 1; selected articles
Inquiry assignment: Investigate a space or subculture at SMC and document your
application of at least five primary terms from Freire that you see in practice.
Week Two:
Read: Freire, Chapter 2, 3; Coles, Chapter 2, selected articles
Inquiry assignment: Look at a series of college websites. Analyze them using terms
from Freire’s work. Compare them to SMC’s representation of itself. What do you
learn about education and justice by examining college websites?
Week Three:
Read: Freire, Chapter 4, Coles, Chapter 3, 4 (selections)
Exam: Freire/Coles, selected case studies
Inquiry assignment: Produce a multi-slide Prezi or other new media presentation form
about a culture or subculture at SMC using the terms of Pedagogy of the Oppressed. Use
visual arguments, infographics, photos, and new media.
___
Weeks 4-5 -- Unit 2: John Dewey Experience and Education
Week Four:
Read: Dewey, Foreword, Chapters 1-3; Kimmel/Ferber Preface, Intro, Chaps 1-4;
selected global education stories; essays on autoethnography
Inquiry project: Begin an autoethnography of your own educational experience
Week Five:
Read: Dewey, Chapters 4-8, Kimmel/Ferber Chaps 5-12; selected global education
stories;
Exam: Dewey, case studies, ethnography
Inquiry project: Complete autoethnography of your higher educational experience
Assign: Presentations of Sandel chapters in groups, annotated bibliography, lit review
___
Weeks 6-8 -- Unit 3: bell hooks Teaching Community: A Pedagogy of Hope
Week Six:
Read: hooks, Preface, Teachings 1-6; Kimmel/Ferber Chaps 13-16; selected case studies;
collaborative inquiry
Inquiry project: Using collaborative inquiry, identify a community to which you do not
belong. Begin a conversation where you try to understand the experience of someone
in that community.
Week Seven:
Read: hooks, 7-12; Kimmel/Ferber 17-20; selected case studies; visual anthropology
Inquiry project: using photography, videography or other visual forms, produce a slide
presentation of the community with whom you are learning to collaborate
Week Eight:
Read: hooks, 13-16; selected case studies; media advocacy
Exam: hooks, case studies, collaborative inquiry, visual anthropology, media advocacy
Inquiry project: using new media, advocate for a better policy/program/plan for the
community with which you have become acquainted
___
Weeks 9-11 -- Unit 4: Michael Sandel Justice: What’s the Right Thing to Do?
Week Nine:
Readings: Sandel, Chapters 1-4
Inquiry project: Annotated Bib, Lit Review
Week Ten:
Readings: Sandel, Chapters 5-10
Week Eleven:
Exam: Sandel
Inquiry project: Completed Annotated Bib, Lit Review
___
Weeks 12-14 -- Unit 5: Susan Komives Exploring Leadership
Week Twelve:
Read: Komives 2, 3
Inquiry project: Begin an assessment of your own leadership
Week Thirteen:
Read: Komives 6, 7
Inquiry project: Continue leadership assessment with utopian ideals
Week Fourteen:
Read: Komives 10-12
Inquiry project: Complete personal theory of leadership for social change
--Week Fifteen:
Exam: Comprehensive