Perspective Consciousness and Social Justice
SOC-200-06
Course Syllabus
Semester: Remote Spring 2021, Barry University
Virtual Class Schedule (Cisco Webex): Tues. /Thurs. 11:00 AM-12:20 PM EST
Instructor: Aurelie La Torre
Email:
Phone: 954-610-9956
Office Hours: Email instructor to set remote personal appointment on Tues./Thurs. 4PM-
4:45PM, time slots of 15 minutes; scroll on Canvas course for Cisco Webex navigation
button, Collaboration tab, option Call.
My goal is to see you succeed academically and grow personally.
"We did not think of the great open plains, the beautiful rolling hills, and winding streams with
tangled growth as 'wild.' Only to the white man was nature a 'wilderness' and only to him was it
‘infested’ with ‘wild’ animals and ‘savage’ people. To us it was tame." (Luther Standing Bear,
Chief, Oglala, Lakota, 1905-1939)
"Perspective Consciousness is the recognition or awareness on the part of the individual that he
or she has a view of the world that is not universally shared, and that this view of the world has
been and continues to be shaped by influences that often escape conscious detection, and that
others have views of the world that are profoundly different from one's own." (Robert Hanvey,
"An Attainable Global Perspective.")
“You must be the change you wish to see in the world.” (M.K. Gandhi)
Course Description
The course focuses on “perspective consciousness,” that is 1) realizing that values, beliefs, and
worldviews that are socially constructed; 2) understanding the importance of finding one’s “own
voice,” of analyzing one’s own thinking of others, and of dealing with dissonance; and 3)
understanding the importance of practice ‒ to reflect and to act upon the world in order to
transform it. Critical interrogation of several key social institutions and cultural dynamics;
analysis of contradictions between dominant ideological or mythical claims and everyday social
practices and experiences are also included. The conceptual and practical skills necessary to 1)
challenge the perspective that difference and diversity must be controlled by exclusion,
discrimination, and inequality, and 2) create and participate in democratic institutions and
organizations based on social justice and equality are also covered.
Relationship of Course to Barry University Mission
This course is designed to advance the mission of Barry University. It advances this mission by
providing students with information essential for the scholarly understanding and critical analysis
of fundamental questions of human experience through lectures, readings, and films focused on
such topics as social constructionism, determinism/essentialism, racism, sexism, marginalization,
democracy, power, social institutions, hierarchy, cultural contexts, supremacy, privilege,
discrimination, activism, class, labor markets, market values, service-learning, and
institutionalized exclusion. In addition, this course emphasizes the importance of social justice as
a significant consideration in the human experience and in the practice of sociology. Through
readings, discussion, and service-learning, students are required to consider the implications of
1
,course content for the creation of a more humane and just society. Students will articulate these
implications in a final paper that addresses the rights and guarantees granted in the Universal
Declaration of Human Rights and their implementation in the U.S and, specifically, in greater
Miami.
Course Objectives
This course seeks to familiarize students with the concepts of essentialism, social
constructionism, the types and dynamics of hierarchical relationships, institutionalized forms of
exclusion, the unique socio-historical experiences of specific groups in the United States that
have been targeted for exclusionary and discriminatory practices, and the value of opposing social
inequalities and injustices. In addition, the course seeks to introduce students to service learning
as a community-based method for understanding course material and applying it toward the
creation of a more just and humane world.
Learning Outcomes
Upon successful completion of this course, students should be able to accurately identify, discuss,
and apply the following concepts:
1) race-ethnicity, gender, class, age, sexual orientation, physical ability and so on as socially,
linguistically, and politically constructed "master statuses," that is, as characteristics that
fundamentally define and shape an individual's social experiences, and have serious
implications for life chances, mobility, freedom, immigration, social mobility, civil rights,
education, the justice system, health care, and employment;
2) the importance of a critical analysis of hierarchical relationships, essentialist understandings
of racial-ethnic, class, and gender and other identities, and institutionalized forms of
exclusionary practices;
3) the types and dynamics of social and cultural processes of control and change, including
ideology and other belief systems, violence, political activism, and cultural criticism;
4) the unique socio-historical experiences of specific groups in the United States that have been
targeted for exclusionary and discriminatory practices;
5) the value and importance of opposing social inequalities and injustices, and of creating more
inclusive, democratic social organizations and institutions;
6) service-learning as a community-based, collaborative method of learning about the course
material and engaging in action that addresses, reduces, or remedies social justice issues.
Learning Methods
This class will meet virtually two times a week. Course material is presented via the following
methods: 1) traditional lecture delivered via Webex; 2) discussion and activities via Webex
(verbal and text comments); 3) pre-reading exercises; 4) reading assignments; 5) the use of
visual aids (e.g., power point presentations, videos, web links); 6) guest speakers via Webex or
Zoom; and 7) service-learning experiences (remote options).
FlexLearning
In response to the current health crisis, Barry University has implemented a FlexLearning model
for Spring 2021. This means that, in the case of courses designated “Flex A” or “Flex B”,
students attending in-person and remotely can engage in the same class at the same time, via
2
, videoconferencing. For this course designated “remote”, there is no option to attend in-person.
The instructor and all students will gather remotely, and synchronously. Regardless of the
reason, students participating remotely should attend all sessions at the scheduled times or as
directed by the instructor, via videoconference. The course Canvas site includes all information
and links to scheduled meetings, needed devices/technology, assignment due dates, and all other
requirements for remote student learning.
Class Recordings
Students are advised that class meetings might be recorded. Any recordings will be available to
students registered for this class as they are intended to supplement the classroom experience.
Recordings may not be reproduced, shared with those not in the class, or uploaded to other online
environments.
Attendance Policy
Students should not attend in-person instruction at any University campus or location when they
feel sick, have flu-like or cold symptoms, or are engaging in self-quarantine due to contact with
someone diagnosed COVID-19 positive or with possible exposure to COVID-19. Students
should self-report COVID-19 symptoms, flu-like or cold symptoms via the COVID-19 Initial
Notification Form.
Students are expected to familiarize themselves with the syllabus for each course and understand
the instructor’s expectations for attendance, participation, and submission of assignments.
Depending on the learning format, absences may take the form of failure to attend or join
scheduled synchronous remote class sessions; failure to participate in remote class activities,
whether synchronous or asynchronous; or failure to meet the deadlines for the submission of an
assignment or assessment.
Absences relating to COVID-19 will be excused by the course instructor. Students must contact
the course instructor and/or the Dean of Students for accommodations and assistance. Students, if
they are able, should keep up with classwork and submit assignments through Canvas or though
other methods as indicated by course instructors. Students should make diligent attempts to stay
in regular communication with their instructors. In partnership with instructors, students should
reschedule exams, lab and studio work, and other critical assignments in a timely manner.
Faculty shall allow students with an excused absence to earn full credit for missing assignments
by completing the assignment or by performing equivalent work, as long as the instructor deems
that the learning objectives of the course can still be met in a timely matter. If missing
assignments resulting from an excused absence cannot be completed in a timely manner,
instructors should consider giving an “Incomplete” grade and subsequently follow the University-
wide “I” grade policy.
Course instructors will not require students to provide any documentation of illness that has led to
absences or missing deadline dates for assignments/tests. Documentation may be required for
other types of absences such as: death in the immediate family, scheduled participation in varsity
sports activities or academic conferences, and court appearances. Instructors will work with the
student in a collaborative manner to support the flexible learning environment that is required to
deal with the current crisis.
Academic Dishonesty Policy
Cheating and Plagiarism
Cheating is defined as the attempt, successful or not, to give and/or obtain information
by illicit means in meeting any academic requirements, including examinations.
Plagiarism is defined as the use, without proper knowledge, of the ideas, phrases,
sentences, or larger units of discourse from another writer or speaker.
3
SOC-200-06
Course Syllabus
Semester: Remote Spring 2021, Barry University
Virtual Class Schedule (Cisco Webex): Tues. /Thurs. 11:00 AM-12:20 PM EST
Instructor: Aurelie La Torre
Email:
Phone: 954-610-9956
Office Hours: Email instructor to set remote personal appointment on Tues./Thurs. 4PM-
4:45PM, time slots of 15 minutes; scroll on Canvas course for Cisco Webex navigation
button, Collaboration tab, option Call.
My goal is to see you succeed academically and grow personally.
"We did not think of the great open plains, the beautiful rolling hills, and winding streams with
tangled growth as 'wild.' Only to the white man was nature a 'wilderness' and only to him was it
‘infested’ with ‘wild’ animals and ‘savage’ people. To us it was tame." (Luther Standing Bear,
Chief, Oglala, Lakota, 1905-1939)
"Perspective Consciousness is the recognition or awareness on the part of the individual that he
or she has a view of the world that is not universally shared, and that this view of the world has
been and continues to be shaped by influences that often escape conscious detection, and that
others have views of the world that are profoundly different from one's own." (Robert Hanvey,
"An Attainable Global Perspective.")
“You must be the change you wish to see in the world.” (M.K. Gandhi)
Course Description
The course focuses on “perspective consciousness,” that is 1) realizing that values, beliefs, and
worldviews that are socially constructed; 2) understanding the importance of finding one’s “own
voice,” of analyzing one’s own thinking of others, and of dealing with dissonance; and 3)
understanding the importance of practice ‒ to reflect and to act upon the world in order to
transform it. Critical interrogation of several key social institutions and cultural dynamics;
analysis of contradictions between dominant ideological or mythical claims and everyday social
practices and experiences are also included. The conceptual and practical skills necessary to 1)
challenge the perspective that difference and diversity must be controlled by exclusion,
discrimination, and inequality, and 2) create and participate in democratic institutions and
organizations based on social justice and equality are also covered.
Relationship of Course to Barry University Mission
This course is designed to advance the mission of Barry University. It advances this mission by
providing students with information essential for the scholarly understanding and critical analysis
of fundamental questions of human experience through lectures, readings, and films focused on
such topics as social constructionism, determinism/essentialism, racism, sexism, marginalization,
democracy, power, social institutions, hierarchy, cultural contexts, supremacy, privilege,
discrimination, activism, class, labor markets, market values, service-learning, and
institutionalized exclusion. In addition, this course emphasizes the importance of social justice as
a significant consideration in the human experience and in the practice of sociology. Through
readings, discussion, and service-learning, students are required to consider the implications of
1
,course content for the creation of a more humane and just society. Students will articulate these
implications in a final paper that addresses the rights and guarantees granted in the Universal
Declaration of Human Rights and their implementation in the U.S and, specifically, in greater
Miami.
Course Objectives
This course seeks to familiarize students with the concepts of essentialism, social
constructionism, the types and dynamics of hierarchical relationships, institutionalized forms of
exclusion, the unique socio-historical experiences of specific groups in the United States that
have been targeted for exclusionary and discriminatory practices, and the value of opposing social
inequalities and injustices. In addition, the course seeks to introduce students to service learning
as a community-based method for understanding course material and applying it toward the
creation of a more just and humane world.
Learning Outcomes
Upon successful completion of this course, students should be able to accurately identify, discuss,
and apply the following concepts:
1) race-ethnicity, gender, class, age, sexual orientation, physical ability and so on as socially,
linguistically, and politically constructed "master statuses," that is, as characteristics that
fundamentally define and shape an individual's social experiences, and have serious
implications for life chances, mobility, freedom, immigration, social mobility, civil rights,
education, the justice system, health care, and employment;
2) the importance of a critical analysis of hierarchical relationships, essentialist understandings
of racial-ethnic, class, and gender and other identities, and institutionalized forms of
exclusionary practices;
3) the types and dynamics of social and cultural processes of control and change, including
ideology and other belief systems, violence, political activism, and cultural criticism;
4) the unique socio-historical experiences of specific groups in the United States that have been
targeted for exclusionary and discriminatory practices;
5) the value and importance of opposing social inequalities and injustices, and of creating more
inclusive, democratic social organizations and institutions;
6) service-learning as a community-based, collaborative method of learning about the course
material and engaging in action that addresses, reduces, or remedies social justice issues.
Learning Methods
This class will meet virtually two times a week. Course material is presented via the following
methods: 1) traditional lecture delivered via Webex; 2) discussion and activities via Webex
(verbal and text comments); 3) pre-reading exercises; 4) reading assignments; 5) the use of
visual aids (e.g., power point presentations, videos, web links); 6) guest speakers via Webex or
Zoom; and 7) service-learning experiences (remote options).
FlexLearning
In response to the current health crisis, Barry University has implemented a FlexLearning model
for Spring 2021. This means that, in the case of courses designated “Flex A” or “Flex B”,
students attending in-person and remotely can engage in the same class at the same time, via
2
, videoconferencing. For this course designated “remote”, there is no option to attend in-person.
The instructor and all students will gather remotely, and synchronously. Regardless of the
reason, students participating remotely should attend all sessions at the scheduled times or as
directed by the instructor, via videoconference. The course Canvas site includes all information
and links to scheduled meetings, needed devices/technology, assignment due dates, and all other
requirements for remote student learning.
Class Recordings
Students are advised that class meetings might be recorded. Any recordings will be available to
students registered for this class as they are intended to supplement the classroom experience.
Recordings may not be reproduced, shared with those not in the class, or uploaded to other online
environments.
Attendance Policy
Students should not attend in-person instruction at any University campus or location when they
feel sick, have flu-like or cold symptoms, or are engaging in self-quarantine due to contact with
someone diagnosed COVID-19 positive or with possible exposure to COVID-19. Students
should self-report COVID-19 symptoms, flu-like or cold symptoms via the COVID-19 Initial
Notification Form.
Students are expected to familiarize themselves with the syllabus for each course and understand
the instructor’s expectations for attendance, participation, and submission of assignments.
Depending on the learning format, absences may take the form of failure to attend or join
scheduled synchronous remote class sessions; failure to participate in remote class activities,
whether synchronous or asynchronous; or failure to meet the deadlines for the submission of an
assignment or assessment.
Absences relating to COVID-19 will be excused by the course instructor. Students must contact
the course instructor and/or the Dean of Students for accommodations and assistance. Students, if
they are able, should keep up with classwork and submit assignments through Canvas or though
other methods as indicated by course instructors. Students should make diligent attempts to stay
in regular communication with their instructors. In partnership with instructors, students should
reschedule exams, lab and studio work, and other critical assignments in a timely manner.
Faculty shall allow students with an excused absence to earn full credit for missing assignments
by completing the assignment or by performing equivalent work, as long as the instructor deems
that the learning objectives of the course can still be met in a timely matter. If missing
assignments resulting from an excused absence cannot be completed in a timely manner,
instructors should consider giving an “Incomplete” grade and subsequently follow the University-
wide “I” grade policy.
Course instructors will not require students to provide any documentation of illness that has led to
absences or missing deadline dates for assignments/tests. Documentation may be required for
other types of absences such as: death in the immediate family, scheduled participation in varsity
sports activities or academic conferences, and court appearances. Instructors will work with the
student in a collaborative manner to support the flexible learning environment that is required to
deal with the current crisis.
Academic Dishonesty Policy
Cheating and Plagiarism
Cheating is defined as the attempt, successful or not, to give and/or obtain information
by illicit means in meeting any academic requirements, including examinations.
Plagiarism is defined as the use, without proper knowledge, of the ideas, phrases,
sentences, or larger units of discourse from another writer or speaker.
3
