Forum activities of a social work class
This a forum activity of a social work class. Please make sure you do some research on social work.
I’ve attached the course syllabus, the requirements and some past assignment for you to refer.
We don’t have a text book. We only have weekly readings which are online and you can find the names of the readings in syllabus.
Please let me know if you have any questions.
Course Description and Goals
The nature of this course is to explore, review, and better understand what is considered socially deviant and taboo in society from a social work perspective. In this course, students will explore: how deviance and social taboos are defined, determined, and socially constructed, how deviance and taboos functions in society, the causes of deviance and taboo behavior, how those who are considered deviant manage their behavior and identities, how deviance is organized socially, how social, economic, and political power dictates who and what is deviant or taboo, and how some behaviors that were considered deviant and taboo historically have changed over time – among others. This course will consider the criminal/non-criminal and the sexual/non-sexual ideas of deviance and taboos and pay close attention to temporal, geospatial and cultural differences, rational interventions, and consequences of behavior that is considered extreme or that falls outside of what is socially acceptable.
Course Requirements
This course includes a substantial reading load for each class meeting. Students are expected to complete the assigned readings for each class, to participate in class discussions, and to hand in all assignments on time. In preparation for the discussions, students will be expected to come to class prepared with questions, lists of discussion points, or opinions. Class lectures and discussions are an integral part of this course. If students need to miss a class for illness or other emergencies, they should make every effort to let the instructor know in advance. All assignments should be handed in on time. If not, the instructor will determine to accept the assignment but assign a lower grade or to not accept the assignment at all. In the latter case, a failing grade will be assigned to the student. The instructor reserves the right to make some changes to the syllabus as needed throughout the semester.
Assignments
4 Reflection Papers:
You will submit a reflection paper based on the readings from one week’s session (double-spaced, 12 size font, 2.5-3 pg, Word doc, APA style optional). They are due on the day of the session, and you will submit 4 entries in total. Briefly identify the main ideas and perspectives and relate your reactions to your areas of academic or professional interests. Generally, students respond by exploring some of the following questions: new and/or challenging ideas presented by the readings; connections or conflicts; agree/like or disagree/dislike and why; application to field/future work experience, etc.
Summary of Readings and Discussion Facilitation:
On a weekly basis, students will–independently or with classmates–present a summary of two (or more) of the required readings on theoretical concepts for that week. Students must post their summary a minimum of 24 hours prior to class. Summaries should be brief, a series of bullet points and brief commentary. Students presenting a summary should pose one or two discussion questions during this 10 - 13 minutes presentation.
Final Social Media/Research Paper:
Choose a real or imaginary social media platform/site and write an entry on topics related to social deviance and taboos for that site. The piece must be well-written and researched (with hyperlinks attached to academic studies or other reputable sources), compelling, and interesting – ask yourself, would I forward this piece to my friends or post it on FB? Would it generate thoughtful conversations? Alternatively, you can write a traditional research paper. (Double-spaced, 12 size font, 6-7 pg, Word doc, references included).
Book Review Presentation:
Students will review a book with a classmate(s) and jointly present it at the end of the semester. Presentation can be done utilizing any method comfortable for the students (oral, PowerPoint, Prezi, video clips, etc.). At minimum, this 10-15 minute presentation should describe: 1) major messages/lessons; 2) background of the book/author(s); 3) relevance to our understanding of deviance and taboos; 4) implication for social work or your professional/academic field.
Sample Books to Review
American Child Bride by Nicholas Syrett
Drones and Targeted Killing: Legal, Moral and Geopolitical Issue edited by Majorie Cohn
American Hookup: The New Culture of Sex on Campus by Lisa Wade
Sidewalk by Mitchell Duneier
Brothel: Mustang Ranch and Its Women by Alexa Albert
Crack in America: Demon Drugs and Social Justice by Craig Reinarman and Harry G. Levine
Cracks in the Pavement: Social change and resilience in poor neighborhoods by Martin Sanchez-Jankowski
Porno Chic and the Sex Wars by Carolyn Bronstein and Whitney Strub
Doing Time Outside by Donald Braman
Folk Devils and Moral Panics: The Creation of the Mods and Rockers by S. Cohen
Queer Excursions: Retheorizing Binaries in Language, Gender, and Sexuality edited by Lal Zimman, Joshua Raclaw and Jenny Davis
Nobody Passes: Rejecting the Rules of Gender and Conformity edited by Kirk Read, Roxanne Dunbar-Ortiz, and Matt Bernstein Sycamore
Gang Leader for a Day: A Rogue Sociologist Takes to the Streets by Sudhir Venkatesh
Greed is Good: Maximization and Elite Deviance in America by Matthew Robinson and Daniel Murphy
Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class by Jacob Hacker & Paul Pierson
Winners Take All: The Elite Charade of Changing the World by Anand Giridharadas
Making Ends Meet: How Single Mothers Survive Welfare and Low-Wage Work by Kathryn Edin and Laura Lein
Moral Panics, Sex Panics: Fear and the Fight over Sexual Rights (Intersections, Transdisciplinary Perspective on Genders and Sexualities) Edited by Gilbert Herdt
On the Run: Fugitive Life in an American City by Alice Goffman
Legalizing Prostitution: From Illicit Vice to Lawful Business by Ronald Weitzer
Revolting Prostitutes: The Fight for Sex Workers’ Rights by Juno Mac and Molly Smith
Chain of Title: How Three Ordinary Americans Uncovered Wall Street’s Great Foreclosure Fraud by David Dayen
The Rise of Faith-Based Prison Ministries in the Age of Mass Incarceration by Tanya Erzen
The Color of Crime: Racial Hoaxes, White Fear, Black Protectionism, Police Harassment, and Other Microaggressions by Katheryn Russell-Brown
The Black Body in Ecstasy: Reading Race, Reading Pornography by Jennifer Nash
Black Feminism Reimagined: After Intersectionality by Jennifer Nash
A Taste for Brown Sugar: Black Women in Pornography by Mireille Miller-Young
Passionate Uprisings: Iran’s Sexual Revolution by Pardis Mahdavi
State Crime in the Global Age by William J. Chambliss, Raymond Michalowski & Ronald Kramer
The Color of Kink: Black Women, BDSM, and Pornography by Ariane Cruz
State-Corporate Crime: Wrongdoing at the Intersection of Business and Government by Raymond J. Michalowski & Ronald C. Kramer
Normal Life: Administrative Violence, Critical Trans Politics and the Limits of Law by Dean Spade
War on Terror, Inc.: Corporate Profiteering from the Politics of Fear by Solomon Hughes
State Criminality: The Crime of All Crimes by Dawn Rothe
Attendance and class participation:
Students are expected to attend all classes, to arrive on time, and be prepared to contribute to the group learning process. NOTE: Students are expected to contact (via e-mail) if, for some reason, they are not able to attend class. They are responsible for keeping up with their readings and other assignments.
*An additional Note about Participation:
In order to create and maintain a classroom environment that encourages interactive class synergy and critical thinking, respectful behavior, preparation, and active participation is a necessity.
Appropriate class participation is defined as follows:
1) Regular, on time attendance
2) Attentive non-verbal behavior
3) Raising questions and comments
4) Facilitating discussion
5) Participating in constructive and respectful class dialogue with the instructor and other students
6) Listening to your fellow classmates (including no side talk and no texting, surfing the net, etc.)
7) Building on and respectfully responding to the other students’ comments
8) Drawing classmates into discussion (be willing to risk sharing the floor)
9) Active participation in practice exercises and other in-class learning activities
Please know that just because you are physically present for the class does not mean that you are participating. Participation means to actively participate, demonstrating attentiveness, respect and interest through verbal and nonverbal communication. Also, participation does not necessarily mean just talking a lot.
Grading
Grades will be based on: attendance and participation, 4 reflection papers, summary of readings presentation, final research/social media paper, and book review presentation. Attendance is required and missing more than one class will affect your final grade.
The final course grade will be calculated based on the following elements:
4 Reflection Papers 40%
Summary of Readings Presentation 10%
Final Research/Social Media Paper 35%
Book Presentation 5%
Class Attendance and Participation 10%
*“Shit-happens” Clause: One writing assignment, a 3-day extension. No explanation needed.*
General Grade Scale
A = 95 – 100 B = 83 – 86 C = 73 – 76 D = 63 – 66
A- = 90 – 94 B- = 80 – 82 C- = 70 – 72 D- = 60 – 62
B+ = 87 – 89 C+ = 77 – 79 D+ = 67 – 69 F = Below 60
Special Accommodations and Adherences
All instructors adhere to University and School policies regarding accommodations for students with disabilities, religious holidays, incomplete grades, and plagiarism as set forth in the Student Handbook. Any student with a documented disability (e.g., physical, learning, visual, psychiatric, hearing, etc.), who needs reasonable accommodation, must be registered with the Moses Center for Students with Disabilities at 719 Broadway, Tel. (212) 998-4980 (or see NYU Home page, Student Life for link to Moses Center). Teachers must be notified of any requests for reasonable accommodation at the beginning of the semester
Policy on Electronic Devices
Electronic devises may be used in the classroom only for learning activities directly and immediately related to this course (e.g., note taking). All other devices must be turned off. If you must be reached in a work or child-care related emergency, please make arrangements with the instructor prior to class. Routine electronic communications, including use of the Internet, are not permitted during class. Failure to observe these restrictions during class will count as an absence for that day.
Course Evaluation
Student feedback of this course and its instruction is encouraged throughout the semester. Students will be asked to complete a formal evaluation of the course at the semester’s end consistent with the policy of the Silver School of Social Work.
Schedule of Classes
Session/Date |
Topics |
Reading |
Session 1 Jan 28, 2020 |
Introduction |
In class: Video What are intimacy and companionship when your loved one is made of silicone? |
Session 2 Feb 4, 2020 |
Defining Deviance
|
|
Session 3 Feb 11, 2020 |
Defining Deviance, & Intersectionality
|
Read 2-3 articles of your choice:
Recommended:
|
Session 4 Feb 18, 2020 |
Theories: Relativism, Absolutism
Topics: Love, Desire, Beauty, Sexuality
|
Read 2-3 articles of your choice:
- “The Incitement to Discourse” - “The Perverse Implantation”
Recommended:
|
Session 5 Feb 25, 2020 |
Theories: Social Power, Conflict Theory
Topics: Desire, Beauty, Sexuality Part II |
Read 3 articles of your choice:
Recommended:
|
Session 6 Mar 3, 2020 |
Theory: Functionalism
Topic: Poverty |
Read 2-3 articles of your choice:
Recommended:
|
Session 7 Mar 10, 2020 |
Theory: Anomie
Topics: Elite deviance, state deviance, corporate deviance
|
Read 3-4 articles of your choice:
Recommended:
|
Mar 17, 2020 |
Spring Break |
No Class |
Session 8 Mar 24, 2020 |
Theory: Social Learning and Control Theories
|
Read 2 articles of your choice:
|
Session 9 Mar 31, 2020 |
Theories: Constructionist theory, Labeling theory
Topic: Vice Careers |
Read 3 articles of your choice:
|
Session 10 Apr 7, 2020 |
Theories: Feminist theories
|
Read 2-3 articles of your choice:
Recommended:
|
Session 11 Apr 14, 2020 |
Moral Panic and Crusades
|
Read 3 articles of your choice:
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