A Justice Site
Mirror Sites:
CSUDH - Habermas - UWP - Archives
California State University, Dominguez Hills
University of Wisconsin, Parkside
Created: September 4, 2004
Reviewed:
Latest Update: September 4, 2004
jeannecurran@habermas.org
takata@uwp.edu
The Unreasonable Cost of Textbooks and Why It's Unreasonable
- Introduction
Why I chose to share this reading.- Focus:
Main point of this reading.- Reading
Full identification of source for reading AND excerpt.- Concepts:
Concepts and Key Words.- Discussion
Discussion questions.- Conceptual Linking to Substantive Courses
What this has to do with our class.* * *
- Like most things that happen to me, this one just presented itself. I was trying to clean up my working computer after hours spent with my tech who had almost as much trouble with some of the programs as I did. I wanted to clear out old e-mails that were
- What single piece of information would you like people to come away with from this reading? Remember, one butterfly at a time.
- shared reading: a few pages from a text that you have read that you will share with us in a reading session. You should be sure to give us the full citation of the readings, an excerpt where we can get a flavor of the writing, and provide discussion questions and conceptual linking to the class with which you are sharing or to the discourse on Dear habermas with which you wish to share.
- template: a form for you to follow to help you prepare your shared reading.
- measures of learning: the measures you choose to demonstrate your learning for certification. Permitting you to choose your own measures insures transparency; there are no catches, no hidden barriers to jump.
- grading: certification to enter the job market or move up the career ladder
- On Tuesday, 15 Oct 2002 22:43:11 (PDT) Sonia Sanchez wrote: To: jeannecurran@habermas.org Jean i am going to tell you my story regarding the book store situation. Last semester i bought all my books at the bookstore. I spend about five hundredth dollars in total and i did not use three of the most expensive ones, i tried to return them back to the bookstore and they told me i could not return them because the last day to return them was like two days ago. So i had to wait for the semester to end so i could sell them and get some of my money back. But the semester was over and i tried selling them back to them and they told me they were very sorry but they were not buying those books. Because they were using a different edition, so was stuck with those new books and with no money to pay for my incoming books. I was really mad that day. The money that i paid for was from my own pocket and i did not even used the books. I still have them in my book shelve. I think that we should do something about it, like you mentioned in class. Because am sure am not the only on one that has been through a similar problem like mine. Sincerely, sonia sanchez, soc.334 (Sociology of Women)
- How?
Things to be considered in answer.
- Why?
Things to be considered in answer.
- Do you think?
Some clue to what you were thinking about.
Conceptual Linking to Substantive Courses:
- Agencies:
Sample linking: Ways in which underlying assumptions of assimilation affect services offered and clients' ability to access and use those services. How does this reading illustrate the need for social agencies, for more generalized agencies, for what Bolman and Deal would call "leadership" AND "management"? How does this reading suggest ways in which we could be more effective in rendering help, and what is the reading's relationship to a "safety net" for those who need help?
- Criminal Justice:
Sample linking: Ways in which some groups are underrepresented in the unstated assumptions of our theories. How does this reading serve to illustrate adversarialism, mutuality, retribution, revenge, illocutionary understanding, the definition and operation of the criminal justice system?
- Law:
Sample linking: Extent to which laws are made on the assumption that we are all essentially assimilated to the dominant culture. How does this reading help us see the need for contextual readings in law? How does it relate to our natural instincts to seek some kind of natural law? What facts and principles does the reading offer for discourse that could clarify for Others validity claims presented by an Obscure Other?
- Moot Court:
Sample linking: Ways in which to make validty claims of harm understood by those who have never experienced many of the world's different perspectives. How can this reading enlighten our praxis in terms of different kinds of discourse, like instrumental, illocutionary, governance?
- Women in Poverty:
Sample linking: The culture of poverty and assimilation. How does the reading deal with our underlying assumptions about poverty, especially poverty of the exploited, the NOT- male? What does the reading suggest of the interrelationship between our society and its children, generally cared for by women, often poor?
- Race, Gender, Class:
Sample linking: The extent to which silence has been imposed by these affiliations so that domination and discrimination have entered our unstated assumptions in interpersonal relations and the structural context arising from them. What does the reading tell us about exploitation and alternative ways to deal with one another? What does it tell us about institutionalized -isms and our denial of complicity? What does it tell us about our common humanity?
- Religion:
Sample linking: The spiritual component. Humans are spiritual creatures, creatures that recognize moments that go beyond ourselves to God, Allah, Isis, Gaia, the Universe, or a deep sense of responsibility to create our own meanng. How does the reading fit into our ability, our need to create such meaning in life?
- Love !A:
Sample linking: What's the aesthetic link in this reading? How does it bring us closer to one another as humans? What does it tell us about our need for love, unconditional love, not rewards for doing well or being well, but caring and acceptance for being who we are?
