Syllabus
Click here to view the required book. You may purchase a copy on Amazon, the College Bookstore, or there is a copy available in the KCC Library. We will use this class every class session so it is important you bring it to class. If you are having trouble, please let me know, and we can work something out.
SOC 6500-01 (53860)
Tuesdays 09:45AM – 11:15AM
T-4 T4101
Hybrid Course: ZTC & Writing Intensive
SOC 6500 is a one-semester elective course for Criminal Justice Majors. It is also recommended for students interested in law school or for knowing how legal studies influences social change. This course is equivalent to the law and society introduction course at John Jay College and allows you to enter the Law and Society Major, if you also completed the American Government and Introduction to Sociology courses.
This course introduces you to the ways that people attempt to use law for social and political change, as well as how social and political forces affect the content of law and access to it. Using a variety of approaches, the course covers issues such as how people understand law and how law both limits and empowers people politically.
In this class, we will develop a class project together using a method called digital + critical participatory action research. We will begin with an article I published with a former student and a community partner about how we co-designed a project with students. We will also look at some other projects students have designed in class. This project will look at topics in migration, health care, climate change, and racial capitalism.
I am Professor Jason M. Leggett, and I am your instructor for this course. I am a Sociolegal Scholar, Conceptual Artist, and an Associate Professor in the Criminal Justice Program, located in the Department of Behavioral Sciences. I am also the Director of the Center for Civic Engagement. I have been teaching at Kingsborough since 2010 and have also taught at Barnard College in the Diversity Summer Program. I teach legal studies courses including Constitutional Law, the U.S. Judiciary, Introduction to Law and Society, and Environmental Law and Politics. My research focuses on the gap between formal legal language & processes and everyday understanding of legality. I am particularly interested in how people who experience injustice might mobilize using “rights talk” against those injustices. I have published articles about culturally responsive and sustaining teaching practices, civic learning & democratic engagement, equitable uses of technology in education, and legal mobilization. I have also worked as an advisor and organizer on social issues including homelessness, immigration, climate change, racism, reproductive rights, and educational equality. I look forward to working with you.

March 10 What is D+CPAR? Planning the annie liontas book talk event.
March 17 Reading Group Presentations: Chapter 1 Group and Chapter 2 Group; Methods Freewrite
March 24 Reading Group Presentations: Chapter 3 Group and Chapter 4 Group. Methods Freewrite
March 31 Reading Group Presentations: Chapter 5 Group and Chapter 6 Group. Organize Methods Notes into Outline.
April 7 Writing Day: Using Chapter 7 to draft our CPAR Methods Paper. Who Stole the Tarts Mock Trial
April 22 Writing Day: Drafting CPAR Methods Paper.
April 29 Judges Event: Letter to Judges Due
May 6 Prepare your Public Sharing
May 13 Public Sharing in Action: engaging with the annie liontas book talk event.
May 20 Prepare to Present: Apply Chapter 8 to your presentation.
May 27 No Class
June 3 Presentation about Public Sharing: Readings, Methods, Public Sharing, Findings, Reflection.
June 10 Final Exam (Dialogue about Conclusion)
The best way to contact me is through the Kingsborough email: [email protected]
I welcome any/all questions/concerns/input you may have. If you receive accommodations and would like to use them, please let me know so we can work together to implement them.
If you have a preferred pronoun (ex. he, she, they, etc.), please let me know so that I may address you according to your preference(s). I look forward to hearing from you.
If you are interested, we can meet using zoom.us to discuss any course topics or other issues you might have.
Our major form of communication will be email using CUNY email accounts. For security reasons, I cannot respond or open attachments from non-CUNY email addresses, such as gmail, yahoo, or hotmail. To claim your email account use the following link: click me
If you have trouble accessing your KBCC email, please contact the student helpdesk: click me
The course is organized by week. Each week’s work should be completed before we meet as a class. Some assignments will also be completed during or shortly after the class meeting.
In part 1, we will discuss what D+CPAR is and review examples
In part 2, you will work on your D+CPAR methods papers and collect data about the major themes
In part 3, you will share your work and help organize and action plan to share your findings with a public audience
I recognize that this is an especially stressful time to be a student. COVID-19 has added significant stress and trauma to all of our lives, some more than others. There is an ongoing mental health and exhaustion crisis in Higher Education. While racial injustice is not new in our country, it is more visible. Our lives feel heavier and, in turn, you are coping with a lot more than you might even realize. These stressors may affect your ability to process information and manage your learning. Give yourself grace as you try your best. Throughout this course I will do my best to support you towards your academic success. I believe in you and I’m in this with you.
What you can expect from me:
- I’ll treat you with dignity and respect and try to support your individual needs. I believe that everyone has value and is able to learn.
- I’ll provide you with a clear, organized course that is designed to ensure you meet our course outcomes in a meaningful manner. I will check in with you along the way.
- I’ll provide a variety of assignments to ensure you are given multiple opportunities to evidence your learning of important course concepts.
- I’ll be actively present in your learning. Learning requires feedback. I will push back against some of your responses and provide resources for you to develop and deepen your understanding of course concepts.
- I’ll work with your classmates to provide a supportive and critical environment for sharing ideas.
- I’ll reach out to you when I sense that you need support.
- I won’t be perfect. I’m human and will make mistakes. I’ll view them as an opportunity to learn and grow.
What I expect from you:
- You’ll treat me and your peers with dignity and respect. There should be no unnecessary criticism of how someone learns, their mistakes, nor their personality, motivation, or ideas. Instead, we should each be engaged with the concepts and to present our best understanding of the learning materials.
- You’ll strive to be an active participant and to meet due dates.
- You’ll keep an open line of communication with me, so I know how to support you.
- You’ll contact me if you have a concern with meeting a due date.
- You’ll strive to regularly contribute to collaborative activities, so members of the community have time to read/listen, reflect, and respond to your ideas.
- You’ll do your best to have patience with tech. We’ll get through obstacles together.
- Mistakes are part of learning and growing. You will be open to correcting mistakes and to helping others do their best work.
I am dedicated to providing the least restrictive learning environment for all of my students. The college promotes equity in academic access through the implementation of reasonable accommodations as required by the applicable governing laws and/or regulations. If you require reasonable accommodations because of a physical, mental, or learning disability, please contact the Kingsborough Access Ability Services center located in room D205 in person and/or via phone (718) 368-5175, and/or email [email protected] before the end of the first week of class so as to facilitate accommodations.
Kingsborough Community College as a constituent unit of the City University of New York (CUNY), a public university system, adheres to federal, state, and city laws and regulations regarding non-discrimination and affirmative action including among others, Executive Order 11246, as amended, Titles VI and VII of the Civil RightsAct of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, Section 402 of the Vietnam Era Veterans Readjustment Assistance Act of 1974, as amended, the Equal Pay Act of 1963, the Age Discrimination in Employment Act of 1967, as amended, the Age Discrimination Act of 1975, the New York State Human Rights Law and the New York City Human Rights Law. The “protected classes”, as enumerated in Executive Order 11246, include American Indian or Alaska Native,Asian, Black orAfricanAmerican, Hispanic or Latino, Native Hawaiian or Other Pacific Islander, and Women. Updated federal guidelines further expanded these protected classes to include two or more races.
Kingsborough’s Chief Diversity Officer/Title IX Coordinator (Office of Equal Opportunity and Diversity Management) Lisa R. Khandhar is located in V231, and can be reached by telephone at 718-368-6793 or by email at [email protected].
I draw upon several philosophies to construct the course with you. The central philosophy is culturally sustaining which can be understood as an intentional effort to support and sustain cultural pluralism – that is the different ways we make meaning and construct reality through our cultural and individual experiences. I also draw upon critical participatory principles, critical legal studies, critical race theory, and feminist-pragmatic theory. The combination of these theories is meant to:
1) de-center myself as the only expert in the room and make room for the co- creation of knowledge;
2) provide a critical space to deconstruct systemic and structural obstacles to justice; and
3) work together to actively engage with injustices that are relevant to you in a meaningful way that considers possible solutions.
Lawyers, Judges, and Law Enforcement Officers have often used legal justifications for the abuse of power, particularly against Black and Indigenous populations throughout the history of the United States. While there are some today in “popular culture politics” who would like to ignore or even erase this history, the sources are easy enough to find and read, and include many notable abolitionists, anti-slavery judges, and other allies engaged in a complicated and problematic historical struggle. One principle that has emerged from these efforts of struggle is the concept of law as a double-edged sword – something that cuts as a form of domination but also cuts back as a form of resistance. The argument goes that if politicians, business organizations, and even religious leaders were corrupted, people could still use legal principles to argue for equity, basic fairness, social responsibility, and perhaps even truth.
As someone who has been raised in the cultural traditions of white-Anglo- Saxon-protestant men, I have benefitted a great deal from institutional and ideological biases that encourage folks in positions of authority and privilege to give me the benefit of the doubt and assistance based on these shared norms. Far too often, these same benefits have been kept from excluded groups of people. In response, I have spent over 20 years working to uncover my own biases, interrogate and navigate through those within a system that promotes exclusions and superiorities, and to consider what I can do, with others, to reduce the harms caused by such a system. One of those tools is to re-examine traditional learning materials and ensure that facts are presented without white washing, and to provide representations of resistance and social group success of those who have been excluded from traditional white spaces. The second tool is to encourage you to develop and share your own agency as you learn about the legal structures around you and to encourage full participation in course work.
I have also benefited from the courageous work of scholars who have, for decades, engaged in critical, real research into the cause of systemic discrimination and the role the Courts and Legal System play in maintaining inequality. Many scholars have built upon the foundational work of early critical race theorists and have examined consistent trends of discrimination and exclusion documented over hundreds of years. Some of these are provided through the readings and I welcome you to bring in your own sources and representations as well.
Sign up for Reading Group Presentations (20 points)
March 17 Reading Group Presentations: Chapter 1 Group and Chapter 2 Group;
March 24 Reading Group Presentations: Chapter 3 Group and Chapter 4 Group.
March 31 Reading Group Presentations: Chapter 5 Group and Chapter 6 Group.
Methods Freewrite March 17 and 24, and Organize Notes March 31 (30 points)
Writing Day Drafts April 7 and 20 (40 points)
Read Aloud and Discussion April 29 (10 points)
Public Sharing and Presentation (20 points)
Final Dialogue (20 points)
140 possible points
A+ = 100-140
A= 95-100
A-= 90-94
B+= 85-89
B=79-84
B-=73-78
C+=68-72
C=64-67
C-=60-63
D+= 55-59
D= 50-54
F= below 50
Extra Credit will also be offered.
“I always accept student work.” In short, I accept late work in most case. It is incredibly important that you complete the readings before completing required assignments. It is better to do these early in the week or even to get a week ahead. The assignments, quizzes, and exams are helpful for you to see how much of the information you are retaining. It is also helpful for me to be able to see where you might be struggling. When you get behind you end up putting an extra burden on yourself, your classmates and me. But life does happen. Some assignments may be able to be completed after the due date. You will need to reach out to me to come up with a reasonable plan to complete missing work. This means you will need to tell me which assignment(s) you intend on completing, when you will complete them, and get confirmation that they can be completed. I offer extra credit to help you make up missing work but also to learn the course concepts. The key to late work is communication.
I must drop students who do not submit assignments for more than the first ten days and do not communicate with me. This is a college rule that I must follow. If there is something happening in your life that is interfering with this course, please contact me directly so we can develop a plan for you to succeed. If I do not hear from you and you do not submit assignments, I assume you are no longer interested or unable to complete the course.
It is ultimately your responsibility to drop the class, so you should monitor your grade and the college drop deadlines. I will reach out to you and your advisors if you are not engaging with the course or are not attending; However, If you are not significantly engaged with the course for 6 weeks, I must assign you a WU. Incompletes may be negotiated.
Criminal Justice
Program Director – Dr. Vanda Seward (718) 368-6622,
[email protected]
CriminalJusticeAcademicAdvisor Chrystal Cooper – (718) 368-4710,
[email protected]
John Jay JusticeAcademyAdvisor Keisha Lewars – (212) 887-6242, [email protected]
Access Resource Center
The mission of the Access Resource Center (ARC) is to provide a wide range of holistic services to the College community and to empower students to overcome life barriers in order to achieve their educational goals. ARC works with offices across the College and other external partners to find innovative ways to support students by
providing free services including government benefit screens, access to food resources, and financial wellness and support services to ensure they are successful.
We offer the following FREE services:
Benefits Screening
Legal Consultation
Financial Consultation
Tax Preparation
Room E-115
Email: arc.kbcc.cuny.edu
718-368-5411
Like us on Instagram:@kbccaccessresourcecenter
Career Services
The Center for Career Development & Experiential Learning provides career counseling, career exploration and employment opportunities to all students throughout their educational pursuits at Kingsborough Community College. The Center staff also maintains collaborative relationships with faculty as they provide a variety of in class workshops and presentations.
Room C-102
Click me for the website

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