INTERDISCIPLINARY APPROACHES TO JUSTICE AND WELL-BEING
Course Syllabus
Fall 2004
Payne
012, Thursday
Please note: Open session for students and faculty not enrolled in
the course begins at 3 30 pm.
Guest speakers will deliver talks from 3 30 pm to 5 pm. Faculty and
students welcome.
Isaac Prilleltensky, PhD
Professor of Human and Organizational Development
Peabody College, Vanderbilt University
Email: Isaac.Prilleltensky@vanderbilt.edu
Objective
The objective of the course is to examine the role of justice in well-being from interdisciplinary perspectives. Well-being has usually been studied in relation to physical and emotional health. However, a broad conceptualisation of well-being requires that we examine it from multiple perspectives, and that we consider the role of justice in its multiple forms. For example, we will consider how justice is implicated in economic, political, physical, psychological, and social well-being. Justice is usually neglected as a source of well-being. Positivistic traditions have tended to narrow the field of analysis to discrete variables such as “fitness” or “optimism”. In this course we will examine how justice is implicated in multiple forms of well-being and how we can begin to address injustice as a source of oppression, and fairness and equality as sources of wellness and liberation.
We will use three primary texts dealing with the intersection of justice and well-being. The books listed below deal with the connections between social justice and well-being primarily in political, economic, gender, and health arenas. Additional readings placed on e-reserve and presentation by guest speakers will deal with other aspects of justice and well-being pertaining to education, disability, class, race, and other social issues.
Main books:
1. Sen, Amartya. (1999). Development as freedom. Random House. (S in class schedule)
2. Nussbaum, Martha. (1999). Sex and social justice. Oxford University Press. (N in class schedule)
3. Hofrichter, Richard. (2003). Health and social justice. Jossey Bass. (H in class schedule).
The course will include a variety of learning methods: presentations by instructor, presentations by students and guest speakers, group discussions, debates, videos, and others. I will post on blackboard the different power points I will use for class presentations. E-reserve materials can also be accessed through the blackboard site for the course.
Each week, we will address a particular question, or a different topic, as noted below in the weekly schedule. Each class a student will present an assigned reading and another will have to critique it and offer alternatives. In a climate of mutual respect we will debate ideas, beliefs, values, and hitherto unexamined assumptions. We will try to promote a participatory climate where everyone’s ideas are respected while challenging conventional wisdom at the same time. Students will have an opportunity to sharpen their presentation skills.
Each class will be divided into two sections. In the first part we will have a discussion about readings. In the second part we will be joined by experts from various fields who will come and share with us their knowledge about how justice intersects with well-being. The course will bring together scholars from Vanderbilt and the entire Nashville community. An array of distinguished guests will come to class to share with us their knowledge and ideas. Each will speak for about 20 minutes. We will then have a discussion with all the panellists.
Although I am open to suggestions, I would recommend that the grade for the course be divided into four components:
1. Presentation of assigned reading 15%
2. Presentation of alternative perspective on assigned reading 15%
3. Presentation of own paper in class 20%
4. Written paper 50%
Students may choose to alter the weighting of these components. If they so desire, they need to propose an alternative grading system. We can discuss this more in class as a group.
While the entire class is expected to read the weekly material, one student will assume responsibility for presenting the main points and leading a discussion. This will be in addition to Isaac’s presentations in class. The point is not to recite what the readings say but rather to use them as stimulus for discussion.
Students presenting the readings are encouraged to formulate a key question that the discussion should tackle.
Your grade will be based on your ability to convey succinctly the main ideas, to engage the class, to use creative means of eliciting participation, and overall effectiveness as a presenter.
In this role each student will be expected to offer counter-arguments to the main ideas presented in the assigned readings. Constructive criticism will sharpen our views and ideas. We may use the format of a debate or discussant. This person will suggest alternative ways of exploring the issues presented in the readings. We want you to read the material you are critiquing as if you were a journal editor or reviewer.
Toward the end of the course students will have a chance to present their own paper. There is flexibility in the selection of topic but there will also be an expectation that students incorporate in their paper the key concepts discussed in class. Please consult with me regarding the choice of your paper. We will decide in class when it will be the best time for students to present their work. If students so desire they may work in small groups or individually.
We will strive to work on publishable topics. Students will be encouraged to choose a journal where they might send their finished product. I will encourage you to discuss with me the topic of your paper.
The paper should be 22 pages long (maximum), double space, and should follow APA publication guidelines (5th edition) with respect to style and reference method. Your paper should be submitted to me as if you were sending it to a journal editor for consideration. The grade will be based on the sophistication of the analysis, quality and quantity of the literature review, clarity of writing, and overall eloquence in developing the argument.
I suggest below a tentative schedule with
questions and issues to discuss. Each class has assigned textbook readings and
additional readings based on selected texts. Additional readings will be put on
electronic reserve. Attachment A provides full citation for the electronic
reserve materials. I have tried to assign 3 chapters to read per class.
Tentative schedule - revised
|
Session/ Date |
Topic/Question |
Textbook reading |
Additional readings on E-reserve * |
Student Presenters |
|
1. Aug 26 |
Well-being |
|
|
|
|
2. Sep 2 |
Personal, relational, and collective well-being. |
S 1, 2 |
Stokols |
|
|
3. 9 |
Justice |
S 3, H 13 |
Miller Ch. 2 |
|
|
4. 16 |
The intersections of justice and well-being Native Americans, Race, Justice and Well-Being Professor Daniel Usner (Dept of History). |
H 1, 10, 19 |
Prilleltensky, I |
|
|
5. 23 |
Philosophical and religious perspectives on justice and well-being Professors Idit Dobbs Weinstein, Robert Ehman, (Department of
Philosophy) Paul Dokecki, (HOD) |
N 2, 3 |
|
|
|
6. 30 |
Justice and well-being in international development contexts Professors Bill Partridge, (HOD and Anthropology) and Marshall Eakin,
(Department of History) |
N Introduction and 1 |
Farmer, |
|
|
7. Oct 7 |
Class, justice, and well-being Vincent Hedger (Greybill Community Redevelopment Initiative, Professors James Foster (Economics) and Maury Nation (HOD) |
S 4, 5 H 5 |
|
|
|
8. 14 |
Gender, justice, and well-being |
H 4, N 5 |
|
|
|
9. 21 |
Justice and well-being in disability, health, and gender Professors Bonnie Miller (Dean, |
S 8, N 4, 7 |
Prilleltensky, O |
|
|
10. 28 |
Justice, well-being, and health disparities Dr. Rhonda Belue (Metro Public Health), Professors Craig Anne
Heflinger and Vera Chatman (HOD), Kelly Richardson (PhD student in HOD). |
H 2, 6, 16 |
Wilkinson |
|
|
11. Nov 4 |
Race, justice and well-being Professors Rich Milner (Teaching and Learning, |
H 3, 24, S 10 |
Glover, Dudgeon, Huygens |
|
|
12. 11 |
Social capital Doug Perkins (HOD) |
See class 12 below for electronic access |
Frey & Stutzer, ch. 9 |
|
|
13. 18 |
Urban issues, justice, and well-being Professors Paul Speer (HOD), and Richard Lloyd (Sociology). |
H 22, S 6, 12 |
Mullaly, Ch. 9 |
|
|
14. Dec 2 |
Youth, justice, and well-being Scot Evans (HOD PhD student), Jane Fleishman and Molly Secour (Oasis
Center) |
S 6, 11 |
Lerner, 1 |
|
|
15. 9 |
Future action Presentations |
H 21, 23 |
Smedley and Syme, Introduction |
|
* Full references for E-reserve may be found in attachment A. Click on ereferences
Additional readings for class 12:
Perkins, D.D., Hughey, J., & Speer,
P.W. (2002). Community psychology
perspectives on social capital theory and community development practice.
Journal of the Community Development Society, 33(1), 33-52.
http://www.people.vanderbilt.edu/~douglas.d.perkins/JCDS.02.pdf
DeFilippis, J. (2001). The myth of social capital in community development.
Housing Policy Debate, 12(4), 781-806.
http://www.fanniemaefoundation.org/programs/hpd/pdf/HPD_1204_defilippis.pdf