John.Tiedemann@du.

edu Catherine.Orsborn@du.edu sjus 2020 Blog: sjus2020-13.blogspot.com/ Office hours: W: 101 and R: 122 Email for an appointment. Well meet in the Nagel cafeteria.

sjus 2 020: i ntellectual f oundations o f s ocial j ustice

THE CLASS
Historian Lynn Hunt has argued that the core values of social justice often seem to be and in some sense must be seen to be self-evident, i.e., right and true in a way that any rational person will immediately recognize. In actual fact, however, the question of how to define justice, the social, and the relationship between them has been contested, sometimes hotly, by philosophers and political, social, and legal theorists since at least the time of Plato. In this class, well gain a deeper understanding of the intellectual foundations of the social justice movement by examining some of the intellectual debates that inform it and by examining contemporary social justice issues from the points of view of different, often competing conceptual frames. Students in the class will be divided into three groups. Each week, two of those groups will stage a debate about a contemporary social justice issue, basing their arguments upon the weeks readings and taking questions from the third group. The purpose of these debates isnt to win by attacking or defending prefabricated positions. Our purpose, rather, is to deepen our understanding of the philosophical complexity underlying those positions, to develop new perspectives, and to consider thoughtfully the practical consequences of our ideas.

ASSIGNMENTS
In addition to taking part in class debates, each student will write two essays: one based upon the debates and one wherein they consider the meaning of their work as activists in light of the ideas weve discussed throughout the quarter.

CONFERENCES
Im available for conferences in the dining area in Nagel Hall between 10 a.m. and 1 p.m. on Wednesdays and between 12 p.m. and 2 p.m. on Thursdays. Its to your advantage to make an appointment to talk with me about your work; serious students are serious about seeking out guidance. To make an appointment, please send me an email (John.Tiedemann@du.edu) letting me know all the times that youre free during my office hours that week, and Ill find a time for us to meet.

GOALS AND EXPECTATIONS

Goals SJUS 2020 is the second of three courses taken by students in the Social Justice Living & Learning Community. The course has two goals. First, by critically interrogating core questions about the nature and meaning of social justice, students will acquire a deeper understanding of the intellectual underpinnings of their own efforts to bring about a more just world. Second, by debating these questions with one another and, via the creation of their own texts, with the wider community, students will develop communications skills crucial to working with and persuading others. This second course in the SJUS sequence, then, further develops intellectual and practical capacities acquired in the fall and prepares them for the work theyll do in the their third course; it also contributes to their development as active participants in the community at large. Expectations The experience of taking part in the Social Justice Living & Learning Community differs from more traditional classroom experiences in important ways. Each SJLLC student has a great deal of autonomy in shaping his or her learning experience and thus a high degree of responsibility for contributing to the experience of the group. Whats more, the learning experience includes not only the work that is officially part of SJUS classes but also other, unofficial learning opportunities that the SJLLC sponsors, such as guest speakers, retreats, and symposia. Finally, the work that SJLLC students do in the classroom is directly relevant to the work they do in the community outside it, and vice versa. In short, the SJLLC learning experience consists not in completing a compartmentalized series of discrete tasks but rather in helping to create and sustain an ongoing, open-ended process of active intellectual engagement. That said, some of the expectations for this course can be stated in conventional academic terms: Students can expect to devote four or more a week to reading, viewing, and composing for class. They can expect to draft and revise a substantial graded project; to do a fair amount of less formal composing; and to take part in a good deal of group work. Finally, students can expect that their SJUS teachers expect that theyll complete all of their work thoroughly, thoughtfully, and on time. In short, SJUS classes are designed to be every bit as rigorous and rewarding as any other class on campus, and we expect that you will treat our class accordingly.

GRADES, ETC.
Grades Group grade for the debates = 25% Quality of individual participation = 25% Essay 1 = 25% Essay 2 = 25% Engagement Your grade for the course will be calculated as follows:

I expect you all to be active, engaged learners and thoughtful, helpful collaborators, committed to the material, your writing, and your peers learning. Your level of engagement is made manifest in a number of ways, including participation in face-to-face class meetings, in online discussions, in peer review feedback, and in your efforts to improve not only your own learning experience but the learning experience of the entire class. I will assess your engagement as follows: Superior engagement means that the student is always in class and always prepared, often adding additional insights to discussion and providing extensive feedback to his or her peers writing. S/he demonstrates active learning via consistently perceptive and energetic engagement with the material, his or her peers, and me. Average engagement means that the student generally seems prepared. Generally, his or her participation in discussion and feedback on writing seem to encourage and support others in the class. The students presence is productive. Weak engagement means that the students participation is listless, lackluster, or only intermittent.

Civility and Tolerance

The Writing Program affirms DUs Code of Student Conduct (http://www.du.edu/ccs/code.html), which in part expects students to recognize the strength of personal differences while respecting institutional values. Because writing courses rely heavily on interactions between all members of the class, students and faculty must act in a manner respectful of different positions and perspectives. A student who behaves in an uncivil or intolerant manner will be asked to stop and/or formally reprimanded and/or subject to action by the Office of Citizenship and Community Standards. Becoming educated requires encountering new ideas and information, some of which may conflict with an individuals existing knowledge or perspectives. I expect students to engage such materials thoughtfully, in ways that reflect the values and mission of the University of Denver. Late Work Assignments are due when they are due. I will accept late work only if you have cleared the lateness with me in advance, and then only under the most extenuating circumstances. An assignment that is turned in late without advance clearance will be graded down a third of a letter grade (e.g., from an A to an A, from an A to a B+) for each day its late. Plagiarism I follow the Council of Writing Program Administrators policy Defining and Avoiding Plagiarism, which states, In an instructional setting, plagiarism occurs when a writer deliberately uses someone elses language, ideas, or other original (not common-knowledge) material without acknowledging its source (http://wpacouncil.org/node/9). I also adhere to the DU Honor Code, which maintains that all members of the University must responsibly use the work of others. Students who have plagiarized a project will receive an F on that project, and I will inform the Office of Community and Citizenship Standards, which may take further action. Any documented acts of plagiarism after the first may be subject to more severe actions. Accommodations for Students with Disabilities The Social Justice LLC will provide reasonable accommodations to every student who has a disability that has been documented by The University of Denver Disability Services Program (www.du.edu/disability/dsp or 303.871.2455 ).

CALENDAR
T Jan. 8 T Jan. 15 T Jan. 22 T Jan. 29 Introduction Presidents Declaration on the Civic Responsibility of Higher Education; Stanley Fish, Why We Built the Ivory Tower. (Group 1 and 2) Susan Moller Okin, Justice as Fairness: For Whom? (Group 1 and 3) Rinku Sen, from The Accidental American: Immigration and Citizenship in the Age of Globalization; Samuel Huntington, from Who Are We? The Challenges to Americas National Identity. (Group 3 and 4) Martin Luther King, Letter from a Birmingham Jail; Cornell West, The New Politics of Cultural Difference, from Keeping the Faith: Philosophy and Race in America. (No debate,) Judith Butler, from Undoing Gender; Martha Nussbaum, from Sex and Social Justice. (Group 2 and 4) Essay 1 workshop.

T Feb. 5

T Feb. 12 T Feb. 19 T Feb. 26 T March 5 T March 12

Reflection on community engagement. Reflection on community engagement. Essay 1 workshop.

Fina l drafts of both essays are du e by noon o n Tuesday, M arch 19.