Leadership and Social Justice (LSJ)
LSJ 200 Leadership and Social Justice 3 sem. hrs.
This course follows team building with further exposure to the learning community concept and preparing for the service work to come. This includes linkage with community leaders who are service role models. Focus is on developing each student’s capacity to serve and work collaboratively, improve leadership skills and understand the connection between social justice and social change. Next offered Fall 2017.
Prerequisite: Blouin Leader.
LSJ 250 H1:DV:Diversity & Social Just 3 sem. hrs.
This course examines the challenges present in stopping 21st century societal inequality. Students study the historical and theoretical foundations of diversity, oppression and social justice. Topics include the role of race and racism in US immigration policy and immigrant experiences; influences of globalization; religious oppression; sexual orientation and gender identity oppression; how group membership based on age, disability and social class intersects with oppression. The adaptive capabilities and strengths of marginalized groups and how such capabilities and strengths can be used to support social justice are presented. Next offered TBA.
Prerequisites: Blouin Leader and LSJ 200.
LSJ 300 H2b:DV:Social Chg I:Soc Move 3 sem. hrs.
This course is the first in a two-course series on social change. Historical and contemporary social movements are used to illustrate and critically evaluate a range of sociological theories on collective behavior and social movements. Students study the development, maintenance and consequences of social movements. Examples of social movements used in the course include: The Coal Miners Movement, Stonewall, Farmworkers Movement and the Coalition of Immokalee Workers. Next offered TBA.
LSJ 350 H3:DV:Soc Chg II: Mobiliz Act 3 sem. hrs.
This course is the second in the two-course series on social change. Students develop an action plan designed to effect social change in the community. The course is divided into three sections. Students identify community strengths and weaknesses, services pro- vided and student skills/interests. Through their work with community members at the service sites, students identify a need-gap. Using the theoretical models learned in LSJ 300, students develop a social change plan that identifies goals, interested parties and the mobilization ofresources necessary to achieve social change. Next offered TBA.