Welcome to the Civic Engagement in Criminal Justice Workbook by Anthony Chatman, a vital resource designed to empower students and educators alike within the field of criminal justice. This workbook addresses the recognized gap in students’ prior experience with civic participation, offering a comprehensive guide to diverse engagement opportunities. For educators, it provides innovative course content ideas to seamlessly integrate civic engagement into their curricula.

Through five interconnected case studies—”The Investigative Function Presentation,” “What is Civic Engagement?,” “Using Technology for Civic Engagement in Criminal Justice,” “Course Skills & Motivation,” and “Rights Talk”—this workbook offers a multifaceted exploration of civic life. Anthony Chatman enriches these studies with personal experiences, providing relatable insights into the practical applications of civic engagement. Each case study concludes with reflective activities, encouraging readers to actively engage with the material and share their unique perspectives.

More than just a textbook, this workbook is a foundational tool for cultivating informed and active participants in our communities and democratic processes. By delving into the critical role of civic engagement, exploring the power of technology, and developing essential skills, it prepares future criminal justice professionals not only for successful careers but also for meaningful contributions to society.

We also invite you to comment on our research article by clicking here.

Each of you is different. That means many things but in the context of learning, it means that having variety in our assignments is important to ensure everyone is supported and challenged. That is at the core of the design of this course.

Readings: We will use Hypothesis Annotation for the readings in this course. The readings introduce you to important themes and vocabulary for the course. The annotations help me see what you are understanding, where you are struggling, and how well you are able to dialogue with other members of the course. Click here for a brief tutorial. For each reading, you will provide up to 5 annotations (1 point per annotation).

To help guide your reading, mark each of your annotations in the following way:

Q – Mark with Q, if you have a question (and write the question)

I – Mark with I, if you find something interesting (and explain why).

C – Mark with C, if you find something confusing (and explain what).

S – Mark with S, if you find something surprising (and explain why).

A – Mark with A, if something makes you angry (and explain why).

R – Mark with R, if you have some additional research to offer, like a link, an image, a graph, an article, to share.

L- Mark with an L, if you love something about the reading (and explain why).

Having a reaction I haven’t named? Tell me! I’ll add it to the list.

Civic Engagement in Criminal Justice Workbook

By: Anthony Chatman

Table of Contents

Introduction Page 1

The Investigative Function Presentation Page 2

What is Civic Engagement? Page 8

Using Technology for Civic Engagement in Criminal Justice Page 13

Course Skills & Motivation Page 17

Rights Talk Page 21

References Page 25

Preface

The civic engagement research I’ve done over the years has shown that not many students have any experience with it at all before they start their academic journey in college. The purpose of this book is to show and bring awareness to different types of civic engagement opportunities for students and to provide course content ideas for educators in Criminal Justice so they can implement civic engagement within their courses. This workbook consists of FIVE (5) case studies such as The Investigative Function Presentation, What is Civic Engagement?, Using Technology for Civic Engagement in Criminal Justice, Course Skills & Motivation and Rights Talk/Critical Agency. I made sure to provide my personal experiences throughout some of the case studies because I felt this was the best approach for students to know what civic engagement looks like since I was once a student in Criminal Justice. The activities at the end of each case study were designed with the reader in mind so they can share their own thoughts about the topics discussed. Best of luck!

Anthony

Overview: Perceptions of Criminal, Justice, and Legal in Pop Culture Artifacts

Student collages from an urban community college can powerfully evidence how popular culture reproduces what Barjola calls the “sexual danger narrative,” which is a “commons sense” way that ordinary people interpret media that frame women as inherently vulnerable and in constant need of protection. Using Mayor of Kingstown as an example, students might select images of the show’s female characters who are often depicted in peril, juxtaposing them with headlines or advertisements that reinforce traditional gender roles. These visual artifacts would highlight a world where female bodies are battlegrounds for male conflict and where their safety is contingent upon male authority figures, like the show’s protagonist, Mike McLusky. The collage then becomes a concentrated text, visually screaming the cultural script that a woman’s primary social role is that of a potential victim.

Analyzing these collages through a Foucauldian and Butlerian lens reveals how this narrative operates as a powerful discourse. For Foucault, the collage would demonstrate the circulation of power and knowledge; the images chosen by students aren’t random but are products of a pervasive discourse that defines and limits what it means to be a woman. The repetition of these tropes across media—as seen in the collage—normalizes this view of gendered vulnerability. Judith Butler’s concept of performativity would further analyze how these images don’t just reflect reality but actively construct it. By repeatedly showing women as victims and men as protectors or predators, popular culture, and in turn the students’ collages, perform and reinforce the very gender norms that create this sense of danger.

Ultimately, the students’ work serves as tangible evidence of this entire process. The collages are not merely collections of pictures but are artifacts of discourse analysis in action, created by individuals who are both consumers and interpreters of these cultural narratives. They demonstrate how students from an urban environment, often facing their own realities of systemic vulnerability, process and articulate these powerful, often invisible, cultural scripts. The act of creating the collage itself can be a form of critique, a way of deconstructing the “naturalness” of the sexual danger narrative and questioning the very power structures that shows like Mayor of Kingstown dramatize and circulate.

https://drive.google.com/file/d/1cphhpSkkWaAbGZ5DIK2FA_dulwBXk9eb/view?usp=sharing

a collection of collages made by students to express how they think about crime.

This workbook, “Civic Engagement in Criminal Justice Workbook,” by Anthony Chatman, serves as a comprehensive guide designed to illuminate the multifaceted nature of civic engagement within the criminal justice field. Recognizing that many students begin their academic journeys with limited prior experience in civic participation, this resource aims to raise awareness about diverse civic engagement opportunities. It also provides invaluable course content ideas for educators in Criminal Justice, facilitating the seamless integration of civic engagement into their curricula.

The workbook is structured around five distinct yet interconnected case studies: “The Investigative Function Presentation,” “What is Civic Engagement?,” “Using Technology for Civic Engagement in Criminal Justice,” “Course Skills & Motivation,” and “Rights Talk.” To foster a deeper and more relatable understanding of civic engagement, the author has woven in personal experiences throughout several of these case studies, offering students a firsthand perspective on its practical applications. The inclusion of reflective activities at the conclusion of each case study further encourages readers to actively engage with the discussed topics and share their own insights.

Ultimately, this workbook is a foundational tool for both students and educators. For students, it offers a pathway to understanding and actively participating in civic life, while for educators, it provides a blueprint for creating dynamic and impactful learning experiences. By exploring the critical role of civic engagement, leveraging technology, and cultivating essential skills, this workbook prepares future criminal justice professionals to not only succeed in their careers but also to contribute meaningfully to their communities and democratic processes.

Week 2: The Investigative Function Presentation

The investigative function presentation was a teaching tool used in an introduction to Criminal Justice course. The presentation was based on one of my favorite classes that I took at John Jay College of Criminal Justice so having the opportunity to guest lecture on this topic was a way to give Kingsborough Community College (KCC) students a glimpse of what a course at John Jay looks like. The presentation was designed to encourage engagement, inform students about what is a criminal investigation and what’s the process for a criminal investigator.

The idea for this presentation was to provide students with an interesting topic so that the results would show more students retained knowledge due to memorization because it was a topic that was more meaningful and interesting as opposed to something they would read in a textbook. The presentation was also an opportunity to relate my experiences to future John Jay transfer students about what to expect when they get there so they can succeed and take advantage of all the opportunities offered to them.

How did I deliver the presentation?

The presentation was conducted as a powerpoint.

How did the presentation impact students?

Due to the amount of participation I received from students throughout the duration of the presentation I’d say that was a good indication in determining which students were impacted by the information I was relaying to them.

What is “impact”?

Impact can be defined as something having an everlasting effect on an individual due to it being interesting or engaging. Impact can be understood as the effect or change we can see beyond academia that happens because of a higher education or research activity (Campillo, Nunes & Puertas, 2023). In criminal justice, High Impact Practices (HIPs) have been used to increase students’ development in areas such as critical thinking, problem solving, student engagement and communication skills (Abderhalden et al., 2016; Wagers et al., 2017). Some examples of HIPs would be writing intensive courses, undergraduate research, collaborative assignments and projects, service learning/community based learning and ePortfolios.

How do I measure impact?

Impact can be measured using a Likert scale with 1 being the lowest level and 5 being the highest in determining a student’s level of how much an assignment left an impact on them. This would be in terms of how much knowledge they gained as opposed to before they were presented with the assignment.

What were the main takeaways?

If a student was engaged with the presentation then they would be able to explain and apply the main idea of the presentation which was the CORE (collects, organizes, records and evaluates the evidence and information) elements.

There were students in the course that were left impacted and got the most out of the presentation. They displayed a firm grasp of the main idea but the interesting thing was, while there were students who were majoring in Criminal Justice, there were a few that got the most out of the presentation even though a career in law enforcement or in the justice system was not in their future plans.

One student in the class was able to apply their memorization skills when it was time to answer questions pertaining to the presentation on the final exam and on a written reflection assignment. “F” was a recent immigrant student who expressed some fear about the course because it was not as simple as note memorization as they would have to apply their knowledge to CRJ problems. Later in the semester, “F” was able to use her memorization skills from The Investigative Function presentation as they identified the main point while also adding they would take away the difference between misdemeanor and felony. This was something they did not know before as it was different from the civil law country, like Haiti, where they previously studied. The student effectively applied memorization skills to demonstrate an understanding of criminal justice concepts on the final exam and a reflection, progressing from simple recall to applying knowledge to complex problems. This growth, particularly in differentiating between misdemeanor and felony, showcases the student’s development in critical thinking and the application of legal knowledge.
Student “M” transferred to CITI Tech to study radiology. The reason they enrolled in the course was so they can learn more about basic laws and rights that they have as an individual in society. “TV shows do not really show specifics. I applied what happens on those shows to a regular daily life and today I learned I cannot do that. I will remember the CORE elements.” They managed to excel by learning about the CORE elements from the presentation. The prior knowledge from “M” was used to make connections from what they learned from watching their favorite show, Law & Order SVU but since they were in attendance for the presentation they were able to examine the differences from the tv show and learn about the true rigors of actual detective work.
Student “R” took a high interest in the class since their major was Criminal Justice and due to the fact that family members also have extensive background working in law enforcement. “R” reflected on the presentation and one thing they were going to remember from it was that detectives have to be critical thinkers and they offered a question along with their main takeaway which was how many detectives does it take to solve a case. Since their dream career is to work in law enforcement, it was encouraging to see that one of their main takeaways from the presentation is a skill that they must possess so they can fulfill their career goal and be effective while holding the position.

Reflections

Upon reflection after the course I wanted a learners’ lack of skill set to memorize content from a powerpoint by interacting with students during the presentation to model annotation skills by highlighting the main point. By doing so this would allow students to recall information for their future classes. I believed this to be important and easier for integration into the college environment for incoming freshmen and elective seeking students as a way of integrating into society at large by understanding the roles and responsibilities of law enforcement officials and supporters. I identified the following as critical threshold knowledge: What is a criminal investigator, the qualities that an investigator must have, the differences between misdemeanor and felony and the ultimate goal of an investigator is to make an arrest. I was able to gather from this presentation that perceptions of students are likely to change based on their prior knowledge once they have new information that provides more context about a particular topic and students were also able to make connections outside of the classroom based on the subject they had learned.

Assignment: Click here to complete the form

Mini-Lecture: The Illusion of Justice: Sovereign Power vs. Disciplinary Control

Time: 15 minutes

I. Introduction (3 minutes)

* Hook: How do TV shows (e.g., Law & Order SVU, Mayor of Kingstown) portray “justice”? Is it always about clear-cut good vs. evil, or something more complex?

* Briefly introduce Foucault’s shift from sovereign power (public spectacle, bodily punishment) to disciplinary power (subtle, internalized control) as a framework for understanding justice.

* Lecture Goal: Explore how Mayor of Kingstown depicts elements of both sovereign and disciplinary power, challenging traditional notions of justice.

II. Sovereign Power in Mayor of Kingstown (5 minutes)

* Definition Review: Foucault’s sovereign power – visible, public, punitive, direct control over the body, demonstrating authority. (Reference: Discipline and Punish text).

* Pop Culture Connection: Scenes of explicit violence, gang retaliations, or immediate, brutal consequences in Mayor of Kingstown (e.g., prison riot scenes, direct threats from power brokers like the McLusky family or gang leaders).

* Discussion Point: How do these moments in the show act as a public spectacle of power, similar to historical executions, designed to instill fear and maintain a certain order?

III. The Seeds of Disciplinary Power (5 minutes)

* Definition Review: Foucault’s disciplinary power – moves beyond visible force to subtle, internalized control; focuses on normalization, surveillance, and regulation of behavior. (Reference: Discipline and Punish text).

* Pop Culture Connection:

* Prison System (General): The Mayor of Kingstown universe is built around the prison. Discuss how the prison itself, with its routines and hierarchy, is a prime example of disciplinary power, shaping inmates into “docile bodies.”

* Parole/Probation (briefly): The idea of inmates being “released” but still under strict conditions hints at disciplinary control extending beyond walls.

* Discussion Point: Even amidst the overt violence, where do we see attempts to normalize behavior or control through routine within the prison setting of Mayor of Kingstown?

IV. Conclusion (2 minutes)

* Recap: Mayor of Kingstown illustrates that justice isn’t just about punishment but about different forms of power.

* Tease for next lecture: How does this disciplinary power become even more subtle and pervasive, particularly in the realm of parole?—–

Civic engagement is addressing a societal issue through active participation in your community. Civic engagement comes in many forms such as volunteering, donating, voting, public advocacy, and service-learning. Civic engagement is done because someone wants to make a difference on an issue that they are passionate about. It brings people together with a variety of diverse backgrounds and fosters interactions within a community. The benefit of civic engagement is being the driving force of creating change because it’s something the individual did and they can be proud of doing as they look back and reflect on it.

What does civic engagement look like?

Active participation within a community can be the best visual representation of civic engagement. My own personal experience of civic engagement was volunteering and helping to start an afterschool ecology program at PS 126’s urban farm in Manhattan on the Lower East Side. The goal of the program was to encourage group leadership for the children so once it was complete it would be used in the program to conduct lessons. My duties as a student research assistant had me volunteer to help in the construction and modeling of the urban farm.

On one weekend I helped construct the gardening beds, planted vegetables, used soil and gardening tools. Family, students, and residents in the neighborhood all came out to help and be a part of the construction. It was a lot of physical labor but it was a collaborative day which saw everyone work together to achieve success. The positives of volunteering at the after school program was becoming a leader and role model for the students by providing supervision as they interacted in the urban farm. They were able to build connections and learn the importance of why an urban farm was necessary to be in their community and what it represented for the environment around them. Based on that experience, the students who attended the program were highly interested in the activities due to the fact there was social interaction between their friends and because there were plenty of hands-on assignments that kept them interested even though they were learning in the process.

Civic engagement comes in many forms and one in particular that has shown positive and beneficial results is service learning. According to Youth.gov (read here), service learning is a teaching and learning strategy that connects academic curriculum to community problem solving. It’s a method that is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled and provides structured time for the students or participants to reflect on the service experience. Some benefits of service learning include improving character values and responsible behavior, improving academic outcomes for students and promoting civic participation. According to the website Faster Capital (read here), civic participation helps empower all residents and helps government leaders understand their resident’s needs and priorities. Understanding from across communities and participation by residents across different communities, encourages more participation, raising levels of equity and inclusion. These residents see how the government works up close, and their experiences are taken back and shared with their community resulting in a positive cycle of civic participation. Service learning does have its limitations such as high expensive costs, figuring out the amount of hours a student should spend on location volunteering with the agency and having another alternative assignment in place due to a student potentially having a prior commitment such as work or extracurricular activities.

Measuring Active Participation

Active participation can be measured with the help of a survey or questionnaires given to students. These tools can determine how often they get involved within their community and provide a sample of what types of activities they involve themselves in that meet the requirement of civic engagement. Multiple choice questions can be used to gauge a student’s level of active participation and there’s the option of adding open ended questions which will provide more information since a student would have to think back to any prior experience they may have had. Providing open ended questions allows a student to open up and get a closer look and understanding if they know what active participation means. Another option could be to study a focus group of students as this can show if there are any similarities between them about how they view active participation. This could be used to get a sense of how students are thinking about active participation.

What is Community?

Community can be defined as an area where people live and have built a strong connection to over a long period of time. There could be a lot of personal history involved and this location can mean a lot to a group of individuals because of what it represents to them as a person. Communities are made up of individuals and each individual comes from a unique background, maybe a different country, perhaps speaks and feels comfortable in different languages, has their own level of education, family status, and more. There could be a variety of reasons why one may not be willing to actively participate in civic engagement. There could be prior commitments such as family, work, or time constraints and they could be unable to be present for civic engagement activities but that doesn’t mean individuals can’t be active in some other way. For example, someone can be skilled at writing and have a passion for it so instead of engaging in the physical labor they can document the events that took place while they were present for the event.

Integrated civic learning and democratic engagement at KCC

CRJ 7500 – Fieldwork in Public Service (3 Credit(s) Hours: 6 hrs. lab/field)

Fieldwork provides students with an excellent opportunity to gain academic credit and hands-on work experience. Drawing from concepts, theories, and methods of Criminal Justice, Law and Police Studies students have learned in the classroom, internships give students a chance to participate and observe a workplace setting where they can gain invaluable knowledge, skills and experiences while exploring future career options, building one’s resume, developing networks, and meeting prospective employers. This course has two components that must be fulfilled – successful completion of 72 hours (6 hours a week for 12 weeks) at a placement site and completion of the academic portion of the course which includes 15 hours of class time. Students will have a variety reading and writing assignments for the academic portion of the course. Students wishing to obtain an internship must contact their advisor.

CRJ 6400 – Crime and Punishment

Focus will be on “Crime” and on “Punishment,” the two major aspects of the criminal justice system. Course will consider the three sections: The Institution of Punishment, Crime and Criminals, and Controlling Crime through Punishment.

CRJ 6600 – Constitutional Law

Designed for, but not limited to, students interested in a pre-law curriculum. United States Supreme Court decisions and opinions in several major areas of constitutional law will be studied.

Link to the history Debra Shultz history of civil rights:

link to POL 51

Assignment: Click here to complete the form.

Mini-Lecture: The Panopticon Effect: Surveillance Beyond Prison Walls

Time: 15 minutes

I. Introduction (3 minutes)

* Hook: Have you ever felt like you’re being watched, even when no one is around? Think about social media, security cameras, or even parental expectations.

* Introduce Foucault’s Panopticon (Bentham’s prison design) as a metaphor for pervasive, internalized surveillance.

* Lecture Goal: Connect the Panopticon concept to the world of Mayor of Kingstown, especially through the lens of parole, and discuss its wider relevance.

II. The Panopticon in Prison (5 minutes)

* Definition Review: Foucault’s Panopticon – constant visibility leads to self-regulation, even without direct observation. (Reference: Discipline and Punish text).

* Pop Culture Connection: The internal workings of the prisons in Mayor of Kingstown. While not architecturally a true Panopticon, the inmates operate under the constant threat of observation from guards, cameras, and even other inmates/factions.

* Discussion Point: How do the characters (inmates and guards) internalize this “gaze of authority” within the prison? How does it shape their behavior and interactions?

III. Parole as an Extended Panopticon (5 minutes)

* Definition Review: Parole as conditional release with conditions and restrictions, subject to monitoring by parole officers. (Reference: Parole Revocation text).

* Pop Culture Connection: In Mayor of Kingstown, characters who are out on parole or probation face intense scrutiny. Discuss how parole officers act as the “eyes” of the system, and how the threat of revocation keeps parolees “in line.”

* Example: Any character who tries to operate “outside the rules” while on parole, and the heightened tension around them getting caught.

* Discussion Point: How do parolees in Mayor of Kingstown (and in real life, as discussed in the reading) experience this constant “sense of permanent visibility” and self-regulation? What are the implications of this for their reintegration into society?

IV. Conclusion (2 minutes)

* Recap: The Panopticon isn’t just a prison design; it’s a powerful metaphor for how surveillance works in modern society, extended effectively through systems like parole.

* Tease for next lecture: If power creates norms, what happens when someone doesn’t conform to them?—–

According to a report, (click here) criminal justice students aren’t involved in projects pertaining to technology and justice. Students should be given opportunities to be involved because it gives them experience with conducting research in the field and it can enhance their problem solving and critical thinking skills. The more a student is exposed to this type of work then the expected outcome from the student will be them being continuously involved in anything that pertains to civic technology and criminal justice.

Examples of using civic technology in CRJ

There are different types of technology that can be used for civic engagement purposes. Smartphones, social media, mobile apps and online platforms have all been used to spread awareness or as a tool to complete assignments about civic engagement. In California, students in a criminal justice capstone course were assigned a civic engagement project as they were looking to learn more about the role of elected officials in shaping criminal justice policies and practices (click here). The activities ranged from setting up a voter registration poll site or volunteer work for a campaign initiative but unfortunately students were unable to engage in these activities since the semester happened during the pandemic. Since in person communities were no longer an option, an alternative solution for the project had to be put in place. The project would instead have a choice for students to either focus on the 2020 presidential candidates or the local District Attorney election. Students were given some options to create an educational campaign by using social media apps (Twitter, Facebook, or Instagram) or create a short educational video which would have the student talk about a topic of their choice for 30 seconds to 2 minutes (click here). While this turned out not to be the traditional form of civic engagement for students, this project still allowed students to become more motivated to become knowledgeable about criminal justice policies and the political process since they had the opportunity to use the technology at their disposal to complete the assigned project. Students were able to increase their democratic participation and they were able to reflect and feel like they made a difference and learn the importance of voting. Engaging with this work provided students with a new perspective and fostered a new way of thinking.

How do we measure technology?

Surveys can be given to students to learn whether they used technology for any civic engagement purposes. This can be used to determine their level of experiences with technology and how often they manage to use it. Even if the survey results show a small sample size of students have never used technology for civic engagement it would provide context as to why. Surveys of this type would also help in coming up with ways for educators to integrate technology into coursework that pertains to civic engagement assignments.

What are the challenges of civic technology?

Students may struggle when using technology in their classes to complete an assignment. There’s just no way of knowing what level they will be at until they’re in front of a computer screen or if their professor is transparent and just asks them about their comfort levels. It’s possible they may not have attained a level of skills to be proficient enough to complete an assignment that requires the use of technology. Even though there are benefits to using technology which improve their civic action within their environment, it can still be a learning curve for students if there is no supervision. A student’s motivation plays a vital role in determining if they’re up to the task of using technology in their education. While I was a Student Research Assistant at KCC, I was tasked with learning how to use a video camera and video editing software, Adobe Premiere Pro. This led to me creating my own project about food stamps and farmers markets which would then be presented at the annual Eco-Festival conference in front of my peers. I had no experience with a video camera or with video editing but through watching tutorials and practicing with video clips I had recorded, it started to become less of an intimidating challenge. I developed an appreciation for the digital tools at my disposal and it turned into a skill for me that I still use today. When opportunities arose for me to edit a project that was to be uploaded I jumped at the chance to do it because it was something I really valued and I knew by the end of completing the piece I would get this feeling of being proud of what I just accomplished. From time to time I still manage to reflect on that period of time and think that if it wasn’t for the opportunity then I wouldn’t have a strong view on why technology in civic education is important.

Assignment: click here to complete the form.

Mini-Lecture 3: Normalizing Judgment and the “Dangerous Individual”

Time: 15 minutes

I. Introduction (3 minutes)

* Hook: What does it mean to be “normal”? Who decides? And what happens when you’re labeled “abnormal” or “dangerous”?

* Introduce Foucault’s concept of normalizing judgment (establishing norms to categorize individuals) and the “dangerous individual.”

* Lecture Goal: Analyze how Mayor of Kingstown and the parole system use these concepts to define and control individuals, leading to implications for perceived “risk.”

II. Normalizing Judgment in Kingstown (5 minutes)

* Definition Review: Normalizing Judgment – establishing norms to classify, rank, and differentiate individuals; correction of deviance. (Reference: Dispersed Architecture text).

* Pop Culture Connection:

* Community Expectations: The unofficial “rules” of Kingstown, where certain behaviors are tolerated or expected within the criminal underworld, while others lead to harsh judgment from both authorities and fellow criminals.

* Reintegration Challenges: Characters trying to go “straight” often struggle because they are judged by their past or by the norms of the criminal environment they came from.

* Discussion Point: How do “norms” in Kingstown (both official and unofficial) shape how characters behave and are perceived?

III. The “Dangerous Individual” and Parole Revocation (5 minutes)

* Definition Review: Foucault’s “dangerous individual” – a shift from focusing on criminal acts to the perceived criminality of the individual, often based on risk assessment. (Reference: Parole Revocation text).

* Pop Culture Connection:

* Parole Boards/Officers: In Mayor of Kingstown, imagine the parole board or parole officers assessing individuals not just on their crime, but on their “risk of reoffending” – their perceived inherent dangerousness.

* Racial Disparities: The document highlights racial disparities in parole revocation. How might the concept of the “dangerous individual” be implicitly (or explicitly) applied differently based on race in a show like Mayor of Kingstown, mirroring real-world issues?

* Discussion Point: How does the system in Mayor of Kingstown (and the real-world parole system) use the idea of the “dangerous individual” to justify ongoing surveillance and control, even for those released?

IV. Conclusion (2 minutes)

* Recap: Normalizing judgment and the concept of the “dangerous individual” are powerful tools used to categorize and control people, shaping their lives within and beyond prison walls.

* Tease for next lecture: How does this constant assessment and classification tie into the production of knowledge within the system?—-

Student engagement depends on a variety of course skills that should be developed while students are in a classroom. Course skills are considered problem solving, critical thinking, collaboration and communication. The benefits of course skills are that it allows students to interact with one another in a meaningful way as they can share different ideas between one another. Class activities can have an impact on a student and determine how they will participate through lectures or in group activities. For example, I’ve been developing criminal justice activities for the U.S. Judiciary class at KCC which will introduce students to basic statistical concepts and data analysis techniques within the context of criminal justice. Activities such as disaggregating data by race, class, and gender, constructing graphs using Google Sheets, navigating the FBI crime database, COMPSTAT and using Story Maps to compare states which provide hands-on experience with data analysis and visualization. The goal is to emphasize research methods and data analysis tools, enabling students to understand how empirical evidence is gathered and used in the criminal justice field. I’m always thinking about what else could have prepared me for John Jay College of Criminal Justice and having some entry level understanding of statistics would have gone a long way in preparing me for it once I transferred in. Integrating course skills that have relevant impact on criminal justice research should be a determining factor of how much motivation was gained by students. Motivation can be defined as the will to do or achieve something that will have a rewarding outcome on the individual.

What do course skills and motivation look like in a classroom?

I was invited to observe a Constitutional Law class and an Intro to Criminal Justice course at KCC. In both courses students were put into groups and they had to work together and talk amongst themselves to complete the group assignment. In the Constitutional Law class, students were first put into groups that would represent blue and red in correspondence to Democratic and Republican parties. Students were given crayons, colored markers and a blank map of the US and they had to brainstorm which states best fit the team they were representing. When the first part of that activity was done both the blue and red teams were given instruction to use the results of their colored maps to color in the corresponding states on a larger blank map of the U.S. on a construction size sheet of paper. This map didn’t label the names of the states so the students had to use their best judgment when coloring in the states and use their prediction map as a guide to get the best representation in the allotted time that was given by the instructor. Both groups were communicating with one another while members colored in the map to the best of their ability based on the prior activity. I took note that certain members drew lines between certain states so that the colors didn’t interfere with the other if a state was considered blue or red. During the activity one of the students told another who was focused on coloring in a red state, “you’re having fun” and this resulted in the students laughing at the comment. According to Wrzesniewski (2014), the term “intrinsic motivation” often conveys the idea that the activity in question is pleasant or fun (click here). When the students were done they were asked by the instructor what are the things they see. Some of the comments consisted of that there was more red than blue, states were left blank (not colored), blue states were farther away from each other. The third and final part of the exercise was for the students to use their prediction maps that they colored in at the beginning of the activity and had to work together when making a prediction about which blank states were going to be red or blue. There was a lot of debate when trying to decide which states should be what color as students were basing their decisions from prior knowledge of which states are considered blue/red. One of the states that showed the most discussion was Pennsylvania as students originally decided it was red but then eventually changed the color to blue. Once the students were done with the group exercise they came to the realization that the states that were left blank weren’t swing states but are to be seen as a combination/mixture of both blue and red and the likelihood of a state being considered a mixed state is 50-50.

Measuring Course Skills and Motivation

Giving a survey for students to take to see if they experienced any improvements in their course skills. The motivation portion of the survey would be used in determining if they had anything of value to gain based on the subjects being discussed, group work or assignments.How do we increase motivation?

Finding ways for us to get students interested in the classroom while they’re learning would be the most gratifying way to improve motivation. Feeling-related valences refer to the feelings that are associated with a topic or object. Presumably, feelings of enjoyment are most typical with interest (Schiefele, 1991). Educators should develop alternative methods to pique student curiosity, especially when students may not be familiar with the topic. This could involve asking the class questions about the lecture or assigning specific tasks, such as group work, based on the material. These approaches would help determine if students find the class engaging or disinteresting. Ginsberg (2015) states, while we do not technically “motivate students,” because students have innate motivation, we can nonetheless influence, encourage, and inspire students to direct their motivation toward important academic goals. A proposed video game module, integrated into a legal course, aimed to foster student collaboration and technological literacy while studying civil rights narratives (Leggett, Wen & Chatman, 2018). This initiative (click here), spanning three one-hour sessions, shifted the learning focus from passive reception to active co-creation, allowing students to shape their own study materials. Students formed three voluntary groups based on skills like coding, writing, and drawing. This project enhanced their communication skills through various digital platforms (game software, email, message boards) and provided an outlet for showcasing artistic talents. The collaborative experience offered students new perspectives on thinking, exposed them to career possibilities by leveraging their talents (transformative learning), and equipped them with valuable technological literacy for future endeavors (career advising).

Activity: Learning Justice: Designing an Educational Experience

I. Purpose & Scenario

This project challenges you to move from being a student of criminal justice to a teacher of it. Your task is to apply advanced pedagogical principles to translate complex course concepts into an accessible and engaging learning activity.

The Scenario: Imagine Kingsborough has partnered with a local community center that runs an after-school program for urban youth. You have been asked to design a 60-minute educational module for children ages 8-12. Your module should use themes from our course—exploring ideas of fairness, rules, and community—to foster civic engagement and critical thinking.

Your final design will be presented to a group of Education Majors at KCC, who will “test drive” your assignment sheet and provide feedback on its feasibility for use in a real classroom or after-school setting.

II. Core Pedagogical Concepts

Your design must be intentionally structured around the following two frameworks. You will be graded on your ability to explain how your design incorporates them.

A. The Motivational Framework for Culturally Responsive Teaching (Ginsberg & Wlodkowski)

Intrinsic motivation is created when learning activities meet four essential conditions. Your assignment must be explicitly designed to foster them.

Inclusiveness: Create an environment where learners feel respected and connected to one another. The activity should reflect and respect the learners’ diverse backgrounds and experiences.
Attitude: Ensure the activity is personally relevant and choice-driven. Learners should see the value in the topic and have some autonomy in how they approach the task.
Meaning: The learning must be engaging and challenging, fostering a deeper understanding that connects to the learners’ lives. It should answer the question, “Why is this important for me to know?”
Competence: Learners should feel effective in their learning. The activity must be designed so they can succeed and understand that they are acquiring valuable skills or knowledge.

B. Principles for High-Impact Civic Learning (AAC&U and CLDE Coalition)

Your assignment sheet design must follow professional best practices for creating meaningful learning experiences.

Clear Purpose: The assignment’s goals must be clear to the target learner (the child).
Authentic, Real-World Task: The activity should feel real and connected to a problem or question relevant to a child’s world (e.g., “What makes a rule fair?”).
Civic-Mindedness: The activity should encourage learners to think about their role in their community and how they can contribute to the well-being of others.
Transparent Evaluation: The learner should understand how their work will be looked at and what success looks like. This is the purpose of the rubric you will create.

III. The Task: Create a Project Packet

You will submit a single PDF document containing the following four parts.

Part A: The Assignment Sheet for Children (Target Audience: Ages 8-12)

This is the central document. It must be written in language an 8-12 year old can understand. It should be visually engaging (feel free to use color, simple graphics, or creative formatting).

Your Task: Translate a core theme from our discussions on Foucault and criminal justice into an age-appropriate activity. Do NOT use the word “Foucault” or complex academic jargon. Instead, focus on tangible concepts like:
1. Rules and Fairness: Who makes rules? What makes a rule fair or unfair?
2. Being Watched (Surveillance): How does it feel when you know an adult is watching? Does it change how you act? (Think school cameras, hall monitors).
3. Second Chances (Discipline & Rehabilitation): What should happen when someone breaks a rule? How can they earn back trust?
Your Assignment Sheet Must Include:
1. A catchy title for the activity.
2. A “Your Goal” or “Your Mission” section explaining the purpose in simple terms.
3. Step-by-step instructions for the activity (e.g., create a comic strip, write a short story, design a “fair school” map, act out a skit).
4. A list of “What You’ll Need” (e.g., paper, crayons, markers).

Part B: The Grading Rubric for Children

You must create your own simple, clear rubric to go with the assignment sheet in Part A. This rubric is for the 8-12 year old learner.

Use kid-friendly language for performance levels (e.g., “Expert!”, “Great Effort,” “On the Right Track”).
Include at least three criteria for success (e.g., “Creativity,” “Clear Story,” “Teamwork”).

Part C: The Facilitator’s Guide (Target Audience: KCC Education Majors)

This one-page guide explains your project to the pre-service teachers who would be implementing it.

Overview: Briefly describe the goal of your module.
Learning Objectives: What do you hope the children will learn or be able to do?
Materials List: A clear list of all necessary supplies.
Step-by-Step Instructions for the Facilitator: How should they run the 60-minute activity?
Discussion Questions: Provide at least five questions the facilitator can use to prompt discussion with the children after the activity (e.g., “Why did you decide that rule was fair?”).

Part D: Reflective Rationale (Target Audience: Me, Your Instructor)

This is a 2-3 page analysis where you explain and justify your design choices. This is the most important section for your grade. Address the following prompts directly:

Application of Motivational Framework: Explain, step-by-step, how your assignment design for children intentionally establishes all four motivational conditions:
- How does it foster Inclusiveness?
- How does it promote a positive Attitude through relevance and choice?
- How do you create Meaning by connecting the task to their world?
- How is the activity designed to ensure children feel Competence?
Adherence to Design Principles: Explain how your assignment sheet and rubric adhere to the AAC&U/CLDE principles of Clear Purpose, Authentic Task, Civic-Mindedness, and Transparent Evaluation.
Translating Course Concepts: How did you translate a complex theme from our course (Foucault/criminal justice) into an accessible concept for children without losing its critical essence?
Rubric Rationale: Explain why you chose the specific criteria and performance levels for the children’s rubric you created.

IV. Grading Rubric

Criteria	Exemplary	Proficient	Developing	Unsatisfactory
Application of Motivational Framework (Rationale)	Rationale provides a clear, insightful, and convincing explanation of how the design meets all 4 of Ginsberg & Wlodkowski’s conditions.	Rationale explains how the design meets most conditions, but the connection may be general or less developed for one or two.	Rationale attempts to connect to the framework, but the links are superficial, unclear, or missing for several conditions.	The motivational framework is not addressed or is fundamentally misunderstood.
Translation of Course Concepts (The Module Itself)	The activity is highly creative and masterfully translates a complex course theme into an age-appropriate and engaging task.	The activity is appropriate and effectively translates a course theme, though it could be more creative or engaging.	The activity is too simple or too complex for the target age; the link to the course theme is weak or unclear.	The activity is inappropriate for the audience or has no clear connection to course concepts.
Adherence to Design Principles (Rationale & Module)	Rationale provides a strong justification of how the design reflects AAC&U/CLDE principles; the module itself is a clear model of them.	The design reflects the principles, but the justification in the rationale is not fully articulated or is missing a component.	The design or rationale only addresses one or two principles or does so superficially.	The design fails to reflect basic principles of good assignment construction.
Quality of Created Materials (Sheet, Guide, Rubric)	All created materials are exceptionally clear, professional, well-designed, and perfectly tailored to their respective audiences.	Materials are clear and functional but could be improved in design, clarity, or tailoring to the audience.	Materials are confusing, incomplete, or not well-suited for their intended audience (e.g., uses jargon for kids).	Materials are missing, incomplete, or unusable.
Clarity of Rationale & Writing Mechanics	Rationale is exceptionally well-argued, organized, and persuasive. Writing is free of errors. All formatting guidelines met.	Rationale is clear and well-written. May contain a few minor errors in grammar or organization.	Rationale is disorganized, unclear in its arguments, or contains significant errors that impede understanding.	Rationale is incomprehensible or missing.

Post your lesson to the Community Forum as a pdf, word document, or Google Doc (with shared settings to comment).

Assignment: Click here to complete the form.

Mini-Lecture 4: Power/Knowledge: The “Truth” of Crime and Punishment

Time: 15 minutes

I. Introduction (3 minutes)* Hook: We often think of knowledge as objective facts. But what if knowledge itself is shaped by power? How does what we “know” about crime influence how we punish it?* Introduce Foucault’s concept of power/knowledge – the inseparable link between power and knowledge, where knowledge is produced by and reproduces power structures.* Lecture Goal: Examine how power/knowledge operates in Mayor of Kingstown and the criminal justice system, particularly in establishing “truth” about individuals.

II. The Production of “Truth” in Kingstown (5 minutes)* Definition Review: Power/Knowledge – power isn’t just repressive, it produces reality and “rituals of truth”; knowledge is not neutral but produced by power. (Reference: Dispersed Architecture text).* Pop Culture Connection:* Information Brokers: The McLusky family, as “Mayors,” control information and shape narratives. They decide what “truth” is Official Records vs. Street Knowledge: How do prison records, police reports, and court documents (official “knowledge”) sometimes clash with the unofficial, lived “knowledge” of inmates, COs, and the community in Kingstown? Consider how different groups have their own versions of “truth.”

Discussion Point: How does who holds the power in Kingstown (e.g., the McLuskys, the gangs, the prison administration) influence what counts as “true” or “false” about crime and individuals?

III. Power/Knowledge and the Criminal Justice System (5 minutes)

Definition Review: Foucault’s power/knowledge in the CJ system – the creation of categories (e.g., “criminal,” “deviant,” “at-risk”) and the “scientific” knowledge (criminology, psychology, risk assessment) that supports and justifies control. (Reference: The Punitive Society text, Parole Revocation text).
Pop Culture Connection:
- Risk Assessment Tools: How do parole boards or correctional institutions use “data” or “profiles” to label individuals as “high risk” or “low risk”? How is this a form of knowledge that exerts power?
- Criminal Records and Identity: Once someone has a criminal record, how does that “knowledge” about them follow them, shaping opportunities and perceptions, even after release? It becomes their “truth.”
Discussion Point: How do seemingly objective “facts” or “assessments” within the criminal justice system produce and reinforce power dynamics, determining an individual’s fate?

IV. Conclusion (2 minutes)

Recap: Power and knowledge are deeply intertwined in Mayor of Kingstown and the broader criminal justice system. What counts as “truth” is often shaped by who has the power to define it.
Tease for next lecture: If knowledge is produced this way, what does it mean for individuals who are classified and controlled?

When researching rights talk and critical agency I discovered the research method of content analysis while using Atlas ti, an AI coding software. Content analysis is a process of breaking down texts into pertinent units of information in order to permit subsequent coding and categorization (Ignatow & Mihalcea, 2018). This research method aids in discovering words, identifying themes and concepts within a text which makes getting to the point of what the participants are thinking easier to pinpoint.

Our constructed narrative view is based on our linguistic environment such as doing the right thing and committing to social change. Lifeworld is the concept of the life that you live freely. Habermas refers to the lifeworld as our interactions with family and society which can be viewed as the private sphere and public sphere (AntaraSquad, 2020). The private sphere consists of things one does in their daily life which can be associating with family, friends or simply activities you do in your home and the public sphere would be freely discussions about any issues related to democracy. These could take place in places like cafes, libraries or schools. Habermas stresses the importance of communication and if it’s nonexistent then democracy will not prevail as there is nothing to challenge the system.

What is meant by Rights Talk?

Rights talk can be defined as having an open discourse about the importance of citizens in society having equal human rights. “Rights talk” is primarily understood as a crucial component of legal mobilization and the creation of legal frameworks. It represents a normative aspect of constitutionalism, as seen in how marginalized students engage with the concept of rights (Leggett, 2024).

However, the inherent imperfections and contradictions within “rights talk” suggest that inherited constitutional discourses can lead to a “very imperfect and contradictory Constitution” and that common understandings of rights may be a “myth.” This critique extends to the idea that “rights talk” can reduce complex human relationships to a simplistic framework of “rights and responsibilities,” potentially hindering more meaningful forms of interaction and collective action by shifting focus from “we-rights” to “i-rights.”

Furthermore, the conceptualization of “rights talk” is seen as directly influencing instrumental options within discursive logic, implying that the way rights are discussed shapes practical and political outcomes. The document suggests that examining “rights talk” from the perspective of the powerless can reveal how the fiction of sovereignty takes on different institutional and ideological applications, particularly in relation to legal exclusion. Ultimately, understanding the social construction of “rights talk” is crucial for analyzing existing narratives of constitutionalism and exploring alternative visions.

Relating Grounded Theory to Rights Talk

Grounded theory according to Creswell (2009) is a strategy of inquiry in which the researcher derives a general, abstract theory of a process, action or interaction grounded in the views of the participants. The three aspects associated with grounded theory research are induction, deduction and abduction. Induction encourages analysts to begin research projects without first formulating a research question as researchers assume that the purpose will become evident during its analysis phase. Deduction starts with theoretical abstractions, derives hypotheses from theories and then sets up research projects that test the hypothesis based on the empirical data. Abduction arises from experience, leads to logical but creative inferences and invokes testing these inferences with hypotheses to arrive at a plausible theoretical explanation of experience. With the help of text mining tools, I was able to understand student narratives and determine what students were thinking about rights. Some examples from students were:

“Those who don’t know their rights nor those who have no access to them, are put on an unfair plank that they must walk whether they’re being processed during an arrest, being pulled over for a parking ticket or just on jury duty. And those higher, like police officers, take advantage of that and begin spewing and giving unfair and unjust treatment.”

“I highly agree with the idea that because we are not legal experts, we have heavy disadvantages in terms of law and fully being able to understand the “rights” actually given to us in the constitution. A way in which there is a balance for everyday people to be able to understand their rights without being experts needs to be given.”

“At one point of time slaves, Native Americans, and women at one point weren’t recognized as

having rights. In some places the LGBTQ community is discriminated against in housing and are not served in some restaurants. Some people feel that only people who own property have rights with the poor being at a disadvantage.”

Having the chance to sift through student narratives and responses to gain an understanding about what they felt about rights was enlightening because it gave a new perspective on how they identified rights and what they were able to relate it to to formulate an important and meaningful discussion.

Measuring Rights Talk

Surveys would be a good way to see how students are thinking about rights and providing them with a hypothetical scenario that pertains to different forms of rights. Examples could be civil rights, abortion, 4th amendment (protection from illegal searches and seizures) and 5th amendment (due process) etc.

Respond to the following hypotheticals: Shameeka is the Vice President of the Kingsborough Student Government. She won a debate about reproductive rights in High School and is very passionate about Women’s Rights. She is a Criminal Justice major and plans to be a forensic psychologist. She said that her classes never let her work on the issues she cares about. Instead, all we ever do is memorize things from a very boring textbook. Those books never talk about real life issues. We know the criminal justice system doesn’t work that way. She said she was scared that she was never going to be as engaged as she was in high school. In what ways is Shameeka civically engaged and in what ways could Shameeka increase their engagement?

Juan shared with his class in discussion that, from his personal experiences, he didn’t think that he really made his community better for most. He said he was so busy watching over his 7 year old brother, making sure he stays out of trouble, and getting his homework done. He also had to take care of his elderly grandfather, who was sick with a disease, but due to his immigration status, did not know how to get healthcare. After this, he shared, of course, I try to help as many people as I can. Sometimes I donate to the homeless or various charities in the grocery store when I see a sign. I also share my views with people on who they should vote for. I don’t have the ability to initiate grand change for now at least but in choices where I can resist or comply I can surely say that I encourage myself to do so. In what ways is Juan civically engaged and in what ways could Juan increase their engagement?

References

Abderhalden, F. P., Snyder, J. A., & Evans, S. Z. (2016). Crime, Camping, and Fear: Developing High Impact Practices in Criminal Justice. Journal of Criminal Justice Education, 27(3), 410–431.

AntaraSquad. (2020, August 25). Colonization of Lifeworld | Jurgen Habermas| Communicative Action| Booster Dose of Sociology. [Video]. Youtube. https://youtu.be/Kg6a04BhP9o?si=j-0YoOd38SHdWkE0

Campillo, I., Nunes, G., & Puertas, I. (2023, March 15). Defining impact: A shift in thinking, acting and being. https://www.timeshighereducation.com/campus/defining-impact-shift-thinking-acting-and-being

Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.

Gauthier, J. F., & Smolter, N. (2023). Enhancing Civic Literacy and Engagement: The Impact of a Criminal Justice Capstone Course. Journal of Criminal Justice Education, 1–13.

Ginsberg, M. B. (2015). Excited to learn: Motivation and culturally responsive teaching. Corwin, a SAGE Company.

Ignatow, G., & Mihalcea, R. F. (2018). An Introduction to Text Mining Research Design, Data Collection, and Analysis. SAGE.

Leggett, J. M., Wen, J., & Chatman, A. (2018). Emancipatory Learning, Open Educational Resources, Open Education, and Digital Critical Participatory Action Research. Scholarship of Teaching and Learning, Innovative Pedagogy, 1, Article 4.

Leggett, J. M. (2023). From the bottom up: Marginalised students’ narratives of constitutionalism at an urban community college in the United States. Jindal Global Law Review. https://doi.org/10.1007/s41020-023-00193-0

Lersch, K. M. (1997). Integrating service learning in undergraduate criminal justice courses: Bringing academics to life. Journal of Criminal Justice Education, 8(2), 253–261. https://doi.org/10.1080/10511259700086341

Schiefele, U. (1991). Interest, Learning, and Motivation. Educational Psychologist, 26(3–4), 299–323.

Service-learning. Service-Learning | Youth.gov. (n.d.). https://youth.gov/youth-topics/civic-engagement-and-volunteering/service-learning

Tashea, J. (2016, January). Emerging Justice Technologies and the Need for Evaluation. https://johnjayrec.nyc/wp-content/uploads/2016/01/justicetech.pdf

Terry, A. N. (2023). Service-Learning with Undergraduate Criminal Justice Majors: A Comparison of Campus and Online Students on Reflective Learning. Journal of Criminal Justice Education, 1–13.

The benefits of civic engagement for individuals and communities. FasterCapital. (n.d.). https://fastercapital.com/topics/the-benefits-of-civic-engagement-for-individuals-and-communities.html

Wagers, S. M., Pate, M., Turmel, S., & Burke, J. (2017). What Motivates Today’s Criminal Justice Student to Become an Engaged Learner? Journal of Criminal Justice Education, 29(1), 18–38.

Wrzesniewski, A., Schwartz, B., Cong, X., Kane, M., Omar, A., & Kolditz, T. (2014). Multiple types of motives don’t multiply the motivation of West Point Cadets. Proceedings of the National Academy of Sciences, 111(30), 10990–10995

Assignment: Click here to complete the form.

Assignment Sheet: 4 Page Paper

I. Purpose and Overview

This assignment is designed to bridge the gap between abstract academic theory and the real-world practice of criminal justice reform. You will apply a critical concept from the philosopher Michel Foucault to analyze a contemporary policy issue, connect that issue to the work of a leading researcher, and develop foundational academic research skills using college library resources.

The goal is to demonstrate your ability to think critically about the systems of power within criminal justice, identify how reforms are defined and pursued, and locate the scholarly work that underpins them.

II. Learning Objectives

Upon successful completion of this assignment, you will be able to:

Apply a complex social theory (Foucauldian analysis) to a contemporary criminal justice issue.
Analyze a specific criminal justice reform initiative and its legislative goals.
Navigate university faculty directories to identify experts in a specific field.
Utilize and distinguish between different academic library databases and resources.
Synthesize research into a coherent analysis with proper academic citations.

III. Key Foucauldian Concepts

You must choose one of the following concepts discussed in class to frame your analysis.

The Panopticon / Panopticism: The concept of pervasive surveillance leading to self-regulation. (e.g., body cameras, electronic monitoring, public CCTV).
Disciplinary Power: Power that works not through physical force, but through observation, normalization, and examination to create “docile bodies.” (e.g., prison routines, probation requirements, risk assessment tools).
The Carceral Continuum / Carceral Archipelago: The idea that prisons are not isolated institutions, but are part of a broader network of social control that extends into society. (e.g., school-to-prison pipeline, “net-widening” effects of community corrections).
Biopower: The state’s control over populations through managing health, heredity, and living conditions. (e.g., forced sterilization policies, drug treatment mandates, managing disease in prisons).

IV. Assignment Requirements & Step-by-Step Instructions

You will write a 3-4 page paper (approximately 900-1200 words) that addresses the following four parts in order.

Part 1: The Foucauldian Lens (Approx. 1 page)

Begin by selecting one Foucauldian concept from the list above.
In your own words, clearly define the concept and its significance for understanding power in the criminal justice system.
State specifically how you will use this concept as a “lens” to analyze the reform you have chosen in Part 2. (For example, “I will use the concept of the Panopticon to analyze bail reform policies that rely on electronic monitoring as an alternative to pre-trial detention.”)

Part 2: The Criminal Justice Reform (Approx. 1 page)

Identify one specific criminal justice reform that addresses a particular policy or piece of legislation. A general topic like “ending mass incarceration” is too broad. You must focus on a specific reform like “ending mandatory minimum sentences for non-violent drug offenses” or “reforming pre-trial detention through the elimination of cash bail.”
Provide a definition of this reform as promoted by a major criminal justice organization (e.g., The Sentencing Project, The Innocence Project, the ACLU, the Vera Institute of Justice). You must cite the organization you are using.
Describe the specific policy or legislation this reform seeks to change. For example, if you chose bail reform, you might discuss specific state laws regarding cash bail.

Part 3: The John Jay College Expert (Approx. 0.5 page)

Go to the John Jay College of Criminal Justice website and navigate to their faculty directory.
Identify one research professor whose work directly relates to the reform topic you selected in Part 2.
In your paper, state the professor’s name and title.
In a brief paragraph, explain why this professor is an expert on your topic. Mention their specific research interests, recent publications, or projects listed on their faculty profile that connect to your chosen reform.

Part 4: Annotated Bibliography (Approx. 1 page)

You must find three (3) scholarly or high-quality sources that support your analysis.
You must use resources from at least two of the following three locations:
- Our shared classroom commons library website (e.g., the “Course E-Library” folder on Blackboard).
- Kingsborough Community College Library databases (e.g., JSTOR, Academic Search Premier, CQ Researcher).
- John Jay College Library databases (you can access many of these through the CUNY-wide system).
For each source, provide a full citation in APA 7th Edition format.
Following each citation, write a short annotation (3-4 sentences) that:
- Briefly summarizes the source’s main argument.
- Identifies which of the three library resource locations you used to find it.

Example Annotation:

Foucault, M. (1995). Discipline and punish: The birth of the prison. Vintage Books.

This foundational text outlines Foucault’s theory of disciplinary power, tracing the shift from public spectacle punishment to modern surveillance-based carceral systems. He introduces the Panopticon as a model for how modern institutions exert control. I will use his framework to argue that electronic monitoring is a new form of panoptic discipline.

V. Formatting and Submission

Length: 3-4 pages, double-spaced (not including the title page or bibliography).
Font: 12-point Times New Roman.
Margins: 1-inch on all sides.
Citations: APA 7th Edition format is required for all in-text citations and the annotated bibliography.
Submission: Post your completed paper as a Word Doc, PDF, or Google Doc (make sure you give permission to comment) on the Community Forum.

VI. Grading Rubric

Criteria	Excellent	Proficient	Needs Improvement
Foucault Application	Concept is clearly defined and insightfully applied to the chosen reform throughout the paper.	Concept is defined and applied correctly, but the analysis could be more developed.	Concept is poorly defined, misunderstood, or its application is superficial or incorrect.
Reform Analysis	Reform is specific, well-defined with a cited source, and the target policy/legislation is clearly identified and analyzed.	Reform and policy are identified, but the analysis is general or lacks detail. The definition source may be missing.	Reform is too broad, poorly defined, or the connection to a specific policy is unclear.
Researcher ID	John Jay professor is an excellent match for the topic; justification is clear, specific, and well-supported by their profile.	A relevant professor is identified, but the justification for their expertise is vague or underdeveloped.	Professor is a poor match for the topic, or the justification is missing or copied directly from the website.
Bibliography & Sources	All 3 citations are correctly formatted in APA style, annotations are insightful, and the source location for each is clearly identified.	Minor errors in APA formatting or annotations. Source locations are identified but may be unclear for one source.	Major errors in formatting, weak annotations, or failure to identify source locations. Fewer than 3 sources.
Writing & Mechanics	Paper is well-organized, clearly written, and free of grammatical or spelling errors. All formatting guidelines are met.	Paper is generally clear, but has some organizational issues or several minor grammatical errors.	Paper is disorganized, difficult to follow, and contains significant errors that impede understanding.

Mini-Lecture 5: The “Ungovernable” Subject: Race, Biopolitics, and Control

Time: 15 minutes

I. Introduction (3 minutes)

Hook: We often talk about individual responsibility, but what if society is set up to define certain groups as inherently “irresponsible” or “dangerous”? How does this play out in our justice system?
Introduce Foucault’s concept of the “ungovernable” subject, contrasting it with the “economic man,” and connect it to the idea of biopolitics—the management of populations.
Lecture Goal: Explore how Mayor of Kingstown and the criminal justice system create and manage “ungovernable” subjects, often along racial lines, using biopolitical strategies.

II. Examination and Normalization in Action (5 minutes)

Definition Review: Revisit “Examination” (combining surveillance and normalization to classify and punish) and “Normalization” (establishing norms against which individuals are measured, creating docile bodies). (Reference: Parole Revocation text).
Pop Culture Connection:
- “Profiles” and Labels: How are characters in Mayor of Kingstown (especially those of color or from certain backgrounds) constantly subjected to “examinations” by the system—from police stops to parole officer visits—that classify them based on perceived “risk” or “deviation” from a norm?
- The “Good” Inmate vs. The “Bad” Inmate: How do prison routines and expectations aim to normalize behavior, and what happens to those who resist or are deemed “unreformable” through these examinations?
Discussion Point: Where do we see the criminal justice system in Kingstown (and implicitly, beyond it) constantly “examining” and “normalizing” individuals, leading to the creation of categories like “high-risk” or “problematic”?

III. Biopolitics and the Management of “Ungovernable” Populations (5 minutes)

Definition Review: “Biopolitics”—power focused on managing populations by regulating life itself (health, mortality, risk factors at the group level). Connect this to the historical “ungovernable subject” (often racialized), contrasting with the “economic man.” (Reference: The Punitive Society and Lesson Plan: The Purposes of Punishment texts).
Pop Culture Connection:
- Managing the Prison Population: How does the prison system in Mayor of Kingstown (and the McLusky family’s role) engage in biopolitics? They manage the “life” of the inmate population—preventing riots, controlling disease, dealing with overdoses—to maintain order and profit, not necessarily for individual well-being.
- “At-Risk” Communities: Consider how the entire city of Kingstown, particularly its marginalized communities, is treated as a population to be “managed” due to perceived inherent “risk” or “ungovernability,” rather than as individuals with needs.
- Racialized Policing/Surveillance: Although not explicitly stated as “biopolitics,” how does the disproportionate focus on certain racial groups in the show’s criminal justice operations reflect a management of “risky” populations?
Discussion Point: How does the concept of “biopolitics” explain the system’s focus on controlling and managing entire groups (e.g., inmates, specific communities) in Mayor of Kingstown, especially those labeled “ungovernable”?

IV. Conclusion (2 minutes)

Recap: The “truth” about who is “criminal” or “dangerous” is produced through power/knowledge, normalizing judgments, and biopolitical strategies that often create and manage “ungovernable” subjects, diverging from the ideal “economic man.”
Tease for next lecture: If power defines “truth” and “normality,” how does this affect the discourse and policies surrounding specific social issues, like English Language Learning programs?

This workbook, “Civic Engagement in Criminal Justice Workbook,” by Anthony Chatman, has explored various facets of civic engagement, its application within the criminal justice field, and the importance of developing key skills and motivation. We’ve examined five core case studies: “The Investigative Function Presentation,” “What is Civic Engagement?,” “Using Technology for Civic Engagement in Criminal Justice,” “Course Skills & Motivation,” and “Rights Talk.” This final case study aims to synthesize these elements, highlighting their interconnectedness and reinforcing the overall message of the workbook: to prepare students for meaningful civic participation and professional success in criminal justice.Review of Main Elements:

The Investigative Function Presentation: This section emphasized the importance of engaging teaching methods and real-world relevance to enhance student learning and retention. It introduced the “CORE” elements (collects, organizes, records, and evaluates the evidence and information) as fundamental to criminal investigation, and showcased how even students not pursuing law enforcement careers could benefit from understanding these concepts. The section also introduced the concept of “impact” in learning, suggesting measurement through student participation and self-reported knowledge gain.
What is Civic Engagement?: This section provided a foundational understanding of civic engagement as active community participation to address societal issues. It highlighted various forms, including volunteering, donating, voting, public advocacy, and service-learning, and illustrated its practical application through the author’s personal experience with an urban farm project. The discussion also touched upon the benefits of civic participation, such as empowering residents and promoting equity and inclusion, and methods for measuring active participation.
Using Technology for Civic Engagement in Criminal Justice: This case study explored the growing role of technology in fostering civic engagement within criminal justice. It provided examples of using smartphones, social media, mobile apps, and online platforms for educational campaigns and discussed how these tools can increase democratic participation, even in challenging circumstances like a pandemic. The section also addressed the challenges of technology integration and the importance of student motivation in overcoming learning curves.
Course Skills & Motivation: This section underscored the critical role of course skills—problem-solving, critical thinking, collaboration, and communication—in student development and engagement. It demonstrated how hands-on activities, such as data analysis using real criminal justice data and group exercises simulating political processes, can enhance these skills. Motivation was defined as the will to achieve something rewarding, and strategies for increasing it, such as fostering curiosity and connecting learning to academic goals, were discussed.
Rights Talk: This section introduced the concept of “rights talk” as open discourse about equal human rights and explored its connection to critical agency. It introduced content analysis as a research method to understand student narratives about rights and discussed how prior knowledge and personal experiences shape individuals’ understanding of justice and fairness. The section provided hypothetical scenarios to encourage reflection on civic engagement in real-world contexts.

Motivation and Civic Learning & Democratic Engagement: Definitions and Guiding Questions

Motivation:

Motivation, in the context of this workbook, refers to the internal drive or willingness of students to engage with course material, participate in activities, and pursue academic and civic goals. It is influenced by the relevance of the content, the teaching methodologies employed, and the perceived value and impact of their learning.

Guiding Questions for Motivation:
- How can educators design activities that intrinsically motivate students to explore criminal justice topics and civic engagement opportunities?
- What role does an instructor’s personal experience play in inspiring student motivation and fostering a sense of connection to the subject matter?
- How can students identify and articulate their personal motivations for engaging in civic learning, and how can these motivations be sustained throughout their academic journey?

Civic Learning & Democratic Engagement (CLDE):

Civic Learning & Democratic Engagement is the process by which students develop the knowledge, skills, and dispositions necessary to participate effectively in civic and democratic life. This includes understanding societal issues, engaging in community problem-solving, advocating for change, and exercising their rights and responsibilities as citizens. In criminal justice, CLDE involves understanding the justice system, its impact on communities, and avenues for informed and active participation in its improvement.

Guiding Questions for CLDE:
- How can criminal justice education move beyond rote memorization to foster active civic participation and critical thinking about societal issues?
- What are effective strategies for integrating real-world civic engagement opportunities, including those utilizing technology, into criminal justice curricula?
- How can students critically analyze and discuss concepts of rights, justice, and community, translating theoretical knowledge into practical civic action?

—--Multiple Choice Exam

Choose the best answer for each question.

What does the “CORE” acronym in “The Investigative Function Presentation” refer to?
a) Collects, Observes, Records, Explains
b) Considers, Organizes, Researches, Evaluates
c) Collects, Organizes, Records, Evaluates
d) Collaborates, Observes, Reflects, Engages
According to the workbook, which of the following is NOT explicitly mentioned as a form of civic engagement?
a) Volunteering
b) Donating
c) Passive observation
d) Voting
What was an alternative solution for the civic engagement project during the pandemic for criminal justice students in California?
a) In-person community service
b) Creating educational campaigns using social media
c) Attending political rallies
d) Writing essays on historical civic movements
Which of the following is considered a “course skill” developed in the classroom, according to the workbook?
a) Memorization
b) Problem-solving
c) Speed reading
d) Artistic talent
What research method did the author discover while researching “rights talk” and critical agency?
a) Survey analysis
b) Experimental design
c) Content analysis
d) Statistical regression
“Impact” in learning, as defined in the workbook, refers to something having:
a) A temporary effect on an individual.
b) An everlasting effect due to being interesting or engaging.
c) Only a numerical change in test scores.
d) No observable change beyond academia.
What is a limitation of service-learning mentioned in the workbook?
a) It always guarantees high student engagement.
b) It promotes only academic outcomes.
c) High expensive costs and logistical challenges.
d) It is not integrated into academic curriculum.
What is one challenge of civic technology for students discussed in the workbook?
a) They always have high proficiency levels.
b) Lack of interest in digital tools.
c) Potential struggles with technology skills without supervision.
d) It never provides new perspectives.
What definition of motivation does the workbook primarily use?
a) A grade-driven desire.
b) The will to do or achieve something that will have a rewarding outcome.
c) External pressure from peers.
d) The ability to memorize facts.
According to Habermas, what is crucial for democracy to prevail, especially in the public sphere?
a) Economic prosperity
b) Non-existent communication
c) Free discussions and communication
d) Strict adherence to tradition

—–Answer Key

c) Collects, Organizes, Records, Evaluates
c) Passive observation
b) Creating educational campaigns using social media
b) Problem-solving
c) Content analysis
b) An everlasting effect due to being interesting or engaging.
c) High expensive costs and logistical challenges.
c) Potential struggles with technology skills without supervision.
b) The will to do or achieve something that will have a rewarding outcome.
c) Free discussions and communication

—–In-Person Class Discussion Questions

Reflecting on the various case studies presented in this workbook, how do you see the concepts of “impact” in learning, “civic engagement,” and “motivation” intertwining to create a truly effective and transformative educational experience in criminal justice? Provide specific examples from the workbook to support your answer.
The workbook highlights both the opportunities and challenges of using technology for civic engagement in criminal justice. In a classroom setting, what strategies could be implemented to maximize the benefits of technology for civic learning while effectively addressing potential student struggles or limitations?
The “Rights Talk” section emphasizes the importance of open discourse about human rights and how personal experiences shape our understanding. How can an in-person class environment foster a “lifeworld” (as defined by Habermas) that encourages honest and critical discussion about rights, particularly when students come from diverse backgrounds and hold differing perspectives?

You will pick one learning outcome that you want to focus on and share your progress throughout the course. Part of your final grade will be determined by how well you can articulate how you learned the selected outcome. You will choose from one of the following:

Students will be able to define civic engagement and identify various forms of participation within the criminal justice field, drawing upon examples and concepts presented in the workbook.
Students will evaluate the role of technology in fostering civic engagement within criminal justice, analyzing both its opportunities and challenges as discussed in the workbook’s case studies.
Students will apply course skills such as critical thinking, problem-solving, and collaboration to hypothetical scenarios related to rights and justice, demonstrating an understanding of how personal experiences and open discourse shape perspectives, as explored in the “Rights Talk” section.
Analyze how the criminal justice system, as depicted in Mayor of Kingstown, utilizes Foucauldian concepts of examination and normalization to classify individuals, particularly along racial lines, and create categories of “ungovernable” subjects.
Evaluate how biopolitical strategies in Mayor of Kingstown and the broader criminal justice system focus on managing and controlling specific populations, rather than simply punishing individuals, especially in relation to historical notions of the “economic man” versus the racialized “ungovernable subject.”

Workbook Page

Overview: Perceptions of Criminal, Justice, and Legal in Pop Culture Artifacts

How did I deliver the presentation?

How did the presentation impact students?

What is “impact”?

How do I measure impact?

What were the main takeaways?

Reflections

What does civic engagement look like?

Measuring Active Participation

What is Community?

Integrated civic learning and democratic engagement at KCC

Examples of using civic technology in CRJ

How do we measure technology?

What are the challenges of civic technology?

What do course skills and motivation look like in a classroom?

Measuring Course Skills and Motivation

Activity: Learning Justice: Designing an Educational Experience

I. Purpose & Scenario

II. Core Pedagogical Concepts

III. The Task: Create a Project Packet

IV. Grading Rubric

What is meant by Rights Talk?

Relating Grounded Theory to Rights Talk

Measuring Rights Talk

References

I. Purpose and Overview

II. Learning Objectives

III. Key Foucauldian Concepts

IV. Assignment Requirements & Step-by-Step Instructions

V. Formatting and Submission

VI. Grading Rubric

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