Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "SOCSC 206"
COURSE NAME: "Sociology of Violence"
SEMESTER & YEAR: Spring 2014

SYLLABUS

INSTRUCTOR: Alessandra Seggi
EMAIL: [email protected]
HOURS: TTH 8:30 AM 9:45 AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:

COURSE DESCRIPTION:

This course--its class discussions and activities, readings, assignments and test--aims to provide an understanding of the following three key aspects of violence: 1. its development and spreading in society; 2. its major forms and manifestations; 3. its triggers and motives. Given the title of the course, it is clear that this semester-long exploration will be conducted using the tools that the discipline of Sociology offers; occasionally we will also tap in the teachings of Psychology and Social Psychology.

SUMMARY OF COURSE CONTENT:

In this course we will conduct an in-depth exploration of a dark, complex, and multifaceted social and individual reality: violence. With the aid of readings, discussions, presentations and visuals we will map the field(s) and analyze the definition(s) of violence. We will also focus on specific forms of violence: among others, school violence and self-inflicted violence. Additionally we will compare these violent manifestations with (some of) their alternatives. The analysis will be complemented by a look at theoretical perspectives on violence and at the controversial role of media in fostering aggressive behavior in society.

LEARNING OUTCOMES:

Primary Objectives

-- To familiarize oneself with and develop an firm understanding of key theoretical frameworks for the decoding of violence in society.

-- To be exposed to (written and visual) materials relating to specific forms of violence in society; among these, school violence and self-inflicted violence.

-- To evaluate the impact of media on the production and “consumption” of violence in society. To aquaint oneself with alternative paths to violence in society.

Secondary Objectives

-- To develop and sharpen one’s critical thinking skills both in oral and written communication.

-- To advance one’s ability to produce written texts of varying complexity and length according to formal academic citation styles.

-- To develop the ability to proficiently work in teams respectful of differences (background, experience, opinion...).

-- To foster a passion for learning and scholarship beyond the confines of the course content itself.

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Reaction Paper #1	Provide your definition of violence. Discuss it by drawing from at least one class reading distributed the first class (use other sources as you see fit). Also describe one experience of violence you have had and explain how it fits (or doesn’t fit) your definition of violence and why. Length: two typed double-spaced pages.	10% of final grade
Midterm Exam	It consists of four/five short answers (in essay form) to questions based on readings, films, discussions, and in-class activities. To be composed in class.	25% of final grade
Reaction Pape # 2	By drawing from your first reaction paper, explain how the material you have been exposed to throughout the semester has changed your definition and understanding of violence at the individual and social levels. Use at least two readings.	20% of final grade
Final Exam	It consists of four/five short answers (in essay form) to questions based on readings, films, discussions, and in-class activities. To be composed in class.	35% of final grade
Class Participation	It consists of your contributions to class discussions, group work, and other activities. Class participation is encouraged and emphasized.	10% of final grade

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
Refer to the John Cabot University website for information on attendance policy.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

PART I - INTRODUCTION(S), DEFINITION(S) & TOOLS

-- Introduction(s)
-- What is Violence?
-- What is Sociology?

PART II - THEORETICAL PERSPECTIVES ON VIOLENCE

-- What are the Social Causes of Violence?

-- Are There Biological and Psychological Bases to Violence?

PART III - FORMS OF VIOLENCE

-- Domestic Violence

-- Racial Violence

-- School Violence: Bullying and Shooting

-- Violence Against Lesbians and Gay Men

-- Self-Inflicted Violence: Suicide

PART IV - VIOLENCE & THE MEDIA

-- What is the Relationship Between Violence and the Media?

-- Do Media Incite People to Violence? Or Do Media Simply Reflect and Mirror Violence in Society? Or both?

PART V - ALTERNATIVES TO VIOLENCE

-- Is Violence Inevitable in Society?

-- Is There Any Alternative Path to Violence in Society? If So, What are Some Examples of

-- Alternatives to Violence?

PART VI - REVIEW, REFLECTION, & WRAP UP

-- [Tentative] Conclusions, Dilemmas, Loose Ends...

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The following are the main sources we will tap into (Additional material may be distributed in class and/or uploaded in Moodle):

* Ayers Counts, D. (1990). Abused Women and Revenge Suicide: Anthropological Contributions to Understanding Suicide. In D. Lester (Ed.). Current Concepts of Suicide. Philadelphia: Charles Press

* Berger, P.L. (1963). Invitation to Sociology. A Humanistic Perspective. Garden City, New York: Doubleday [Ch. 1]

* Boland, E. (2007). Domestic Violence. New York: W.W. Norton & Company [Pp. 13-15]

* Domestic Violence (Wiseman, 2001)

* Domestic Violence 2 (Wiseman, 2002)

* Eyes on the Prize (Williams, 1987)

* Fanon, F. (1999). Excerpts from “Concerning Violence” The Wretched of the Earth. In Steger, M.B. & N.S. Lind (Eds.). Violence and Its Alternatives. New York: Palgrave Macmillan

* Ferrato, D. (1991). Living with the Enemy. New York: Aperture [Selections]

* Haugen, D. M. & S. Musser (Eds.). (2009). Media Violence. Detroit: Greenhaven Press [Ch. 1, 3, & 4]

* Herek G. M. & Berrill, K.T. (1992). Hate Crimes. London: Sage Publication [Ch. 1, 2, 3, 5, 6, 7]

* Holinger, P.C. (1990). Suicide and Violent Death: Longitudinal Studies. In D. Lester (Ed.). Current Concepts of Suicide. Philadelphia: Charles Press

* Kandel Englander, E. (2006). Understanding Violence. Mahawah, NJ: Lawrence Erlbaum Associates [Ch. 3, 4, 5, 7]

* Kellner, D. (2008). Guys and Guns Run Amok. London: Paradigm Publishers [Ch. 2 & 3]

* King, M.L. (1999). Martin Luther King Jr., Excerpts from Love, Law, and Civil Disobedience. In Steger, M.B. & N.S. Lind (Eds.). Violence and Its Alternatives. New York: Palgrave Macmillan

* Klein, J. (2003). Mass Violence in Schools. In S.L.A. Straussner and N.K. Phillips (Eds.). Mass Violence and Social Work Practice. Boston: Allyn and Bacon

* Klein, J. and Chancer, L. (2006). Normalized Masculinity: the Ontology of Violence Rooted in Everyday Life. In B.A. Arrigo and C.R. Williams (Eds.). Philosophy, Crime, and Criminology. Chicago: University of Illinois Press

* Leenars, A.A. (1990). Psychological Perspectives on Suicide. In D. Lester (Ed.). Current Concepts of Suicide. Philadelphia: Charles Press

* Mahatma Ghandi. In Steger, M.B. & N.S. Lind (Eds.). Violence and Its Alternatives. New York: Palgrave Macmillan

* Malcom X (1999). Excerpts from The Ballot or the Bullet. In Steger, M.B. & N.S. Lind (Eds.). Violence and Its Alternatives. New York: Palgrave Macmillan

* Mills, C.W. (1959). The Sociological Imagination. New York, Oxford University Press [Pages 5-11]

* Taylor, S. (1990). Suicide, Durkheim, and Sociology. In D. Lester (Ed.). Current Concepts of Suicide. Philadelphia: Charles Press

* The Bridge (Steel, 2006)

* Wilson, M. (Ed.) (2009). Domestic Violence. New York: Gale [Ch. 1, 2 & 3]

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