# data[].attributes.attachment_caption
[Regressive Proposed] Changes to ABA accreditation standard addressing race and diversity meet pushback

# data[].attributes.headline
ABA Accreditation Standard Does Not Regress in Wake of SCOTUS Affirmative Action Decision

# data[].attributes.subject
ABA Accreditation Standard Does Not Regress in Wake of SCOTUS Affirmative Action Decision

# data[].attributes.attachment_link.title
Changes to ABA accreditation standard addressing race and diversity meet pushback

# data[].attributes.attachment_link.description
The ABA Journal is read by half of the nation’s 1 million lawyers every month. It covers the trends, people and finances of the legal profession from Wall Street to Main Street to Pennsylvania Avenue.

# data[].attributes.headline
The Meaning of Dobbs, Despotism, Servitude and Forced Birth (Athena Mutua, Buffalo)

# data[].attributes.subject
The Meaning of Dobbs, Despotism, Servitude and Forced Birth (Athena Mutua, Buffalo)

# data[].attributes.attachment_link.title
Prof. Athena Mutua - The Meaning of Dobbs, Despotism, Servitude and Forced Birth Final

# data[].attributes.headline
Lawyers & Justice [Ethics & Professional Responsibility] (Russell G. Pearce, Fordham)

# data[].attributes.subject
Lawyers & Justice [Ethics & Professional Responsibility] (Russell G. Pearce, Fordham)

# data[].attributes.body
#lawyering #ethics

# data[].attributes.attachment_link.title
Lawyers & Justice Syllabus (F23 Pearce, Russell)

# data[].attributes.headline
Syllabi Mapping & Activities for 1L Subjects (See Pt III) (Teri McMurtry-Chubb, UIC) 

# data[].attributes.subject
Syllabi Mapping & Activities for 1L Subjects (See Pt III) (Teri McMurtry-Chubb, UIC) 

# data[].attributes.headline
Civil Disobedience Survey (Alex Livingston, Cornell)

# data[].attributes.subject
Civil Disobedience Survey (Alex Livingston, Cornell)

# data[].attributes.body
#legaltheory #socialmovements

# data[].attributes.attachment_link.title
Syllabus, Cornell Univ, Civil Disobedience S24 (GOVT) (CLC email only)

# data[].attributes.headline
Clinicians & Stakeholders re ABA Standard 303: Curriculum (c)

# data[].attributes.subject
Clinicians & Stakeholders re ABA Standard 303: Curriculum (c)

# data[].attributes.attachment_link.readable_text
Thursday, Aug 11, 2022 - Faculty, staff, and administrators from across the country met virtually to share their responses to ABA Accreditation Standard 303's mandates regarding law school instruction on professional identity, bias, cultural competency and humility, and racism.

Panelists described efforts they are making in their clinics, externships, experiential skills courses, professional responsibility and other courses, and 1L orientations; and more broadly throughout their schools. A Q&A followed a series of brief presentations.

Structured in this way, the meeting provided an overview of a range of strategies being utilized as well as descriptions of specific offerings to provide examples of ways to adapt current practices and/or create new ones in response to the new accreditation standards. The goal was to create a forum to share best practices, and encourage educators to be creative and fearless as they embark on what is seen as an opportunity to radically change law school curricula and focus.

# data[].attributes.attachment_link.description
Standard 303(c) of the ABA Law School Accreditation Standards and Rules of Procedure for Approval of Law Schools (Effective February 2022) states:

# data[].attributes.headline
Margaret Montoya's Name & Place Exercise for Racial Literacy

# data[].attributes.subject
Margaret Montoya's Name & Place Exercise for Racial Literacy

# data[].attributes.body
This #1L to #4L friendly exercise, along with instructions, slides, and sources may be found here: Margaret Montoya, Name and Place Narrative, Racial Literacy Exercise

# data[].attributes.attachment_link.title
Margaret Montoya, Name and Place Narrative, Racial Literacy Exercise - OneDrive

# data[].attributes.headline
Data, Work & Organizations (Elizabeth Berman, Michigan)

# data[].attributes.subject
Data, Work & Organizations (Elizabeth Berman, Michigan)

# data[].attributes.body
#AI #Technology #Work

# data[].attributes.headline
CRTEACHING: A Pro-Critical Race Theory toolkit for educators & community members (UIC Students c/o Teri McMurtry-Chubb)

# data[].attributes.subject
CRTEACHING: A Pro-Critical Race Theory toolkit for educators & community members (UIC Students c/o Teri McMurtry-Chubb)

# data[].attributes.headline
Rethinking Justice: Criminal Law Expertise front of the Classroom (Brooklyn)

# data[].attributes.subject
Rethinking Justice: Criminal Law Expertise front of the Classroom (Brooklyn)

# data[].attributes.attachment_link.description
The typical Criminal Law class requires students to scale a mountain of case studies. They learn about mens rea (criminal intent) versus actus reus (criminal action) and parse the different degrees of homicide.

# data[].attributes.attachment_link.readable_text
To submit a proposal, please complete by September 15, 2023. CLC welcomes proposals in which participants will (1) present and discuss projects that will enhance 2023's four focus areas (listed below); (2) present panel discussions, roundtable discussions, papers or other types of presentations that touch on teaching strategies, community-based advocacy projects, and/or theories that enrich the inauguration themes; and (3) share interdisciplinary and restorative works (i.e., poetry, music, dance) relating to the theme.

Conference Synopsis:

In 2020, the murder of George Floyd sparked a historic wave of protests and resistance, foregrounding a consensus against white supremacy, racist police brutality, and anti-LGBTQIA+ hostility. Critical knowledge and practices fueled this powerful, celebratory consensus. It was informed by the insights of Black, Indigenous, immigrant and workers' movements, more truthful accounts of U.S. history, dis/ability, gender, LGBTQIA+, and environmental justice efforts, as well as by Critical Race Theory and diversity, equity and inclusion initiatives. Nonetheless, a well- funded, reactionary response was swift, featuring miseducation and carceral campaigns that complemented ongoing efforts to undermine civil, voting, and worker rights. The campaigns' goals: To suppress, silence, censor, exclude, and punish.

Yet again, an incendiary right-wing seeks to co-opt the law for anti-democratic ends. Enacting so- called divisive concepts legislation designed to hamper truthful teaching, learning, and collective power, the campaigns target for abuse students, teachers, Trans people, folks of color and women as individuals, groups and workers, among others. Steeped in the rhetoric and practice of white nationalism, supremacy and elite white monopoly of resources and opportunities, some parents, for example, have been allowed to ban books and prohibit children from learning the ugly facts about our history of discrimination and segregation, including the lessons that they teach. Teachers and professors, whose work is to educate students in the skills necessary for active and engaged lives in this democracy, have been threatened and even fired when they have taught authentic narratives and a more truthful history of the country. In this vein, CLC believes educators have a duty to teach students how to think critically and honestly, and that schools and universities have a duty to protect and expand critical studies. But the rights and freedom of students to learn as promised in Brown v Board of Education, and the right of teachers to teach and to participate in faculty self-governance as partially grounded in academic freedom are not the only rights in peril. Rather, the very lives of some people and their right to exist and thrive are also in peril.

The Critical Legal Collective, a national convening of scholars and activists, was formed during this reactionary moment. Its goals are to protect and advance critical studies and methods in the wake of continuing attacks on knowledge and multiracial democracy. Grounded in the experiences of diverse peoples whom elites often marginalize in law and society, critical studies endeavor to identify, analyze, challenge, and change inequitable socio-legal practices.

We thus support the right and freedom to learn, efforts to bargain for the common good and laws that deepen and expand a multiracial, multiethnic, multi-gendered --a multi-valenced--democracy. This Fall, we invite you to join us in Durham, North Carolina from November 10-12, for the 2023 inaugural convention of the Critical Legal Collective at Duke Law School. We invite traditional programming under a Call to Action, rather than a Call for Papers. Reflecting and responding affirmatively to suppression of critical knowledge and networks in law and society, CLC will center projects in advocacy, pedagogy, and legal praxis, in addition to academic panels. The inaugural gathering will highlight and foster faculty, students, activists, clinics, centers, institutes, programs, community organizations, and other potential collaborators to form or strengthen the kinds of projects that advance the core mission of promoting, deepening, and defending access to critical knowledge in law, education, and society.

CLC's four focus areas for discussion and strategy at the inaugural gathering are:

Education, Academic Freedom & Critical Justice as Essential Democratic Practices, subtopics include (1) building domestic and international solidarities through education and academic freedom as a pillar of democracy;(2) documenting the impact of the antidemocratic, "anti-Woke" campaign; (3) facilitating students' rights to learn, vote, and participate in a healthy democracy; (4) constructing and theorizing beyond the traditional casebook (Con. Law); and (5) developing campus guidelines for controversial speakers.

Collective Bargaining for the Common Good, subtopics include (1) grounding the practice of bargaining for the common good; (2) enhancing community co-governance mechanisms through legal clinics; (3) facilitating graduate student unions and beyond (4) identifying strategies for organizing academics as a unionized higher education workforce in solidarity with others; and (5) preparing faculty governance resolutions with the AAPF's Truth Be Told Campaign.

Systemic Advocacy: ABA Standard 303, subtopics include (1) developing toolkits for schools to ensure robust and critical compliance with Standard 303; (2) researching and identifying strategies for working with and within the ABA to protect Standard 303 against reactionary culture war attacks; and (3) implementing and monitoring compliance with Standard 303.

Between a Rock and a Runaway Court: Critical Project Based Learning--Dobbs, Affirmative Action, and 303 Creative LLC, subtopics include showcasing and designing community and project-based learning workshops on Dobbs, Affirmative Action, and the 303 Creative LLC cases.

This is not your old professor's conference...

COMMUNITY NOTICES - Events of Interest

SEPTEMBER 2023

Epoch 2023 Symposium - Going Forward: The Role of Affirmative Action, Race, and Diversity in University Admissions and the Broader Construction of Society
DATE: September 8-9, 2023

LOCATION: Seattle University School of Law

OCTOBER 2023

NOVEMBER 2023

CLC Inaugural Conference
DATE: November 10-12, 2023

LOCATION: Duke Law School

Summit on Climate & Environmental Justice, Racism, and the Law
DATE: November 16-17, 2023

LOCATION: Durham, North Carolina

SPONSORING ORGANIZATIONS: Taproot Earth's Just Transition Lawyering Network, North Carolina Central University School of Law Social Justice & Racial Equity Institute; University of North Carolina Center for Civil Rights; and Duke University Environmental Law and Policy Clinic.

JANUARY 2024

FEBRUARY 2024

# data[].attributes.attachment_link.description
To submit a proposal, please complete by September 15, 2023. CLC welcomes proposals in which participants will (1) present and discuss projects that will enhance 2023's four focus areas (listed below); (2) present panel discussions, roundtable discussions, papers or other types of presentations that touch on teaching strategies, community-based advocacy projects, and/or theories that enrich the inauguration themes; and (3) share interdisciplinary and restorative works (i.e., poetry, music, dance) relating to the theme.

# data[].attributes.headline
Prison Abolition Syllabus 2.0 (African American Intellectual History Society, 2021) 

# data[].attributes.subject
Prison Abolition Syllabus 2.0 (African American Intellectual History Society, 2021) 

# data[].attributes.attachment_link.readable_text
Even in prison, rebellions are contagious. In 2016, a national prison strike led us to compile the Prison Abolition Syllabus on this site as a way to bring together some of the urgent and informed writings on the history of prisons and prison rebellion. Several developments have prompted us to update the syllabus: most importantly, a new national prison strike began on #August21. Incarcerated people chose the anniversary of the death of legendary prisoner author and revolutionary George Jackson to launch their strike. The strike will go until September 9, the anniversary of when the Attica rebellion began. The 2018 strike demands blend specific policy changes (such as repealing the Prison Litigation Reform Act, the Truth in Sentencing Act, and the Sentencing Reform Act) with broad transformations (including "an end to prison slavery" and "immediate improvements to the conditions of prisons and prison policies that recognize the humanity of imprisoned men and women.) The demands have provided a broad umbrella allowing prisoners to respond to local grievances. Within days, the strike had spread to an immigrant detention center in Washington as well as a prison in Canada.

Continuing the impressive national coordination begun in the 2016 strike, the current strike has garnered increasing media attention. Yet it takes place in a different context: the Trump administration came to power promising the racist canard of "law and order." While private prison stocks spiked after Trump's victory, most prisons remain government run and operated by individual states. And several cities or states have pursued limited reforms. New York City has removed the fee people had to pay when calling their loved ones from jail. But after a broad coalition came together in the #CLOSErikers campaign to successfully bring about the planned closing of the jail, Mayor de Blasio took their call to "build communities" and announced they would be opening four new "community-based facilities" in its place. California recently passed a controversial policy that would end cash bail but through a digital risk-assessment form of monitoring that activists have called "e-carceration." The reform landscape remains fraught, as the right-wing billionaire Koch Brothers back new policing measures and rapper Jay-Z has invested millions in an app that offers a digital surveillance alternative to cash bail.

With more left Democrats echoing the call to #AbolishICE, we see how calls for abolition can quickly move from margin to mainstream. Thanks largely to the work of Black radical women such as Angela Davis, Ruth Wilson Gilmore, Joy James, and Mariame Kaba as well as feminist-centered groups such as INCITE! Women of Color Against Violence, Critical Resistance, and the National Council for Incarcerated and Formerly Incarcerated Women and Girls ("The National Council" for short), most of today's racial justice activists identify as abolitionists. Over twenty years after Davis, Gilmore, and the late Rose Braz helped launch Critical Resistance, and over a decade after the publication of the seminal texts Are Prisons Obsolete? and Golden Gulag, visions of prison abolition are more popular and sophisticated than ever.

Observing this landscape, the 2018 prison strike aims to not only win demands but build capacity of incarcerated people to resist and survive. Prison Abolition Syllabus 2.0 is a resource for those already doing this work and those looking to learn more. We hope it will help deepen understandings, renew commitments, and carry the goal of prison abolition forward from the 2018 strike.

Week 1. Theories and Origins of Punishment

Week 2. Race, Sex, Labor, and Prisons in the Early Republic

Adam Jay Hirsch, The Rise of the Penitentiary: Prisons and Punishment in Early America (Yale University Press, 1992).

Regina Kunzel, Criminal Intimacy: Prison and the Uneven History of Modern American Sexuality (University of Chicago Press, 2008).

Michele Lise Tarter and Richard Bell, eds., Buried Lives: Incarcerated in Early America (University of Georgia Press, 2012).

Jen Manion, Liberty's Prisoners: Carceral Culture in Early America (University of Pennsylvania Press, 2015).

Rebecca McLennan, The Crisis of Imprisonment: Protest, Politics, and the Making of the American Penal State, 1776-1941 (Cambridge University Press, 2008).

Dario Melossi and Massimo Pavarini, The Prison and the Factory: Origins of the Penitentiary System (Barnes and Noble Books, 1981).

Michael Meranze, Laboratories of Virtue: Punishment, Revolution, and Authority in Philadelphia, 1760-1835 (University of North Carolina Press, 1996).

Kelly Lytle Hernández, City of Inmates: Conquest, Rebellion, and the Rise of Human Caging in Los Angeles, 1771-1965 (University of North Caroline Press, 2017).

Primary Sources and Multimedia

Week 3. Convict Leasing, the Chain Gang, and Contesting the Southern Prison Regime

Mary Ellen Curtin, Black Prisoners and their World, Alabama, 1865-1900 (University Press of Virginia, 2000).

Talitha LeFlouria, Chained in Silence: Black Women and Convict Labor in the New South (University of North Carolina Press, 2015).

Talitha LeFlouria, "'Under The Sting Of The Lash': Gendered Violence, Terror, and Resistance in the South's Convict Camps," The Journal of African American History 100,3 (Summer 2015): 366-84.

Alex Lichtenstein, Twice the Work of Free Labor: The Political Economy of Convict Labor in the New South (Verso, 1996).

Timothy Gilfoyle, "'America's Greatest Criminal Barracks': The Tombs and the Experience of Criminal Justice in New York City, 1838-1897," Journal of Urban History 29,5 (July 2003): 525-54.

Sarah Haley, No Mercy Here: Gender, Punishment, and the Making of Jim Crow Modernity (University of North Carolina Press, 2016).

LaShawn D. Harris, "The 'Commonwealth of Virginia vs. Virginia Christian': Southern Black Women, Crime & Punishment in the Progressive Era," The Journal of Social History 47,4 (Summer 2014): 922-42.

Matthew Mancini, One Dies, Get Another: Convict Leasing in the American South, 1866-1928 (University of South Carolina Press, 1996).

David Oshinsky, Worse Than Slavery: Parchman Farm and the Ordeal of Jim Crow Justice (Free Press, 1996).

Dennis Childs, Slaves of the State: Black Incarceration from the Chain Gang to the Penitentiary (University of Minnesota Press, 2015).

Primary Sources and Multimedia

Week 4. Punishment in the New Metropolis

Jeffrey Adler, "Less Crime, More Punishment: Violence, Race, and Criminal Justice in Early Twentieth-Century America," The Journal of American History 102,1 (2015): 34-46.

Miroslava Chávez-García, States of Delinquency: Race and Science in the Making of California's Juvenile Justice System (University of California Press, 2012).

W.E.B. Du Bois, The Philadelphia Negro: A Social Study (University of Philadelphia, 1899).

Shaun L. Gabbidon, W.E.B. Du Bois on Crime and Justice: Laying the Foundations of Sociological Criminology (Ashgate Publishing, 2007).

Kali Nicole Gross, "African American Women, Mass Incarceration, and the Politics of Protection," The Journal of American History 102,1 (2015): 25-33.

Kali Nicole Gross, Colored Amazons: Crime, Violence, and Black Women in the City of Brotherly Love, 1880-1910 (Duke University Press, 2006).

Kali Nicole Gross, Hannah Mary Tabbs and the Disembodied Torso: A Tale of Race, Sex, and Violence in America (Oxford University Press, 2016).

Kali Nicole Gross and Cheryl D. Hicks, "Introduction-Gendering the Carceral State: African American Women, History, and the Criminal Justice System," The Journal of African American History 100,3 (Summer 2015): 357-66.

Kelly Lytle Hernández, "Hobos in Heaven: Race, Incarceration, and the Rise of Los Angeles, 1880-1910," Pacific Historical Review 83,3 (2014): 410-47.

Cheryl D. Hicks, Talk With You Like a Woman: African American Women, Justice, and Reform in New York, 1890-1935 (University of North Carolina Press, 2010).

Cheryl D. Hicks, "'In Danger of Becoming Morally Depraved': Single Black Women, Working-Class Black Families, and New York State's Wayward Minor Laws, 1917-1928," University of Pennsylvania Law Review 151,6 (June 2003): 2,077-121.

Khalil Gibran Muhammad, The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America (Harvard University Press, 2010).

Sowande' Mustakeem, "'Armed With A Knife In Her Bosom': Gender, Violence, And The Carceral Consequences Of Rage In The 19th Century," The Journal of African American History 100,3 (Summer 2015): 385-405.

Cookie Woolner, "'Woman Slain In Queer Love Brawl': African American Women, Same-Sex, Desire, And Violence In The Urban North," The Journal of African American History 100,3 (Summer 2015): 406-27.

Week 5. Anti-Lynching and Prisoner Defense Campaigns

Primary Sources and Multimedia

The Scottsboro Boys: An American Tragedy, directed by Barak Goodman and Daniel Anker (PBS, 2000).

Andy Wright, "Letter to the Editors: Plea from a Scottsboro Boy," July 24, 1937.

Scottsboro Boys, Appeal from Death Cells, May 1932.

Scottsboro Protest Exhibit, Modern American Poetry, University of Illinois.

"The Scottsboro Boys" Trials, 1931-1937, website.

Ida B. Wells, "Lynch Law in America," 1900.

Ida B. Wells, "This Awful Slaughter," 1909.

"The Long List: Compiling A Lynching Database," website.

Week 6. Liberal Punishment and Its Discontents

Ethan Blue, Doing Time in the Depression: Everyday Life in Texas and California Prisons (New York University, 2012).

Kathleen Cairns, Hard Time at Tehachapi: California's First Women's Prison (University of New Mexico Press, 2009).

Mary Ellen Curtin, "'Please Hear Our Cries': The Hidden History of Black Prisoners in America," in The Punitive Turn: New Approaches to Race and Incarceration, Deborah McDowell, Claudrena Harold, and Juan Battle, eds. (University of Virginia Press, 2013), 29-44.

Edward J. Escobar, "The Unintended Consequences of the Carceral State: Chicana/o Political Mobilization in Post-World War II America," Journal of American History 102,1 (2015): 174-84.

Adam Goodman, "The Long History of Self-Deportation, NACLA Report on the Americas" 49, 2 (2017): 152-158.

Marie Gottschalk, The Prison and the Gallows: The Politics of Mass Incarceration in America (Cambridge University Press, 2006).

Volker Janssen, "When the 'Jungle' Met the Forest: Public Work, Civil Defense, and Prison Camps in Postwar California," The Journal of American History 96, 3 (2009): 702-26.

Naomi Murakawa, First Civil Right: How Liberals Built Prison America (Oxford University Press, 2014).

Mira Shimabukuro, Relocating Authority: Japanese Americans Writing to Redress Mass Incarceration (University of Colorado Press, 2015).

Heather Ann Thompson, "Rethinking Working Class Struggle through the Lens of the Carceral State: Toward a Labor History Inmates and Guards," LABOR: Studies in the Working Class History of the Americas 8,3 (2011): 15-45.

Naomi Paik, Rightlessness: Testimony and Redress in U.S. Prison Camps Since WWII (University of North Carolina Press, 2016).

Primary Sources and Multimedia

Week 7. The Civil Rights Movement, Prisoners, and Legal Reform

Robert Chase, "We Are Not Slaves: Rethinking the Rise of Carceral States through the Lens of the Prisoners' Rights Movement," The Journal of American History 102,1 (2015): 73-86.

Zoe Colley, Ain't Scared of Your Jail: Arrest, Imprisonment, and the Civil Rights Movement (University of Florida, 2013).

Malachi Crawford, Black Muslims and the Law: Civil Liberties from Elijah Muhammad to Muhammad Ali (Lexington Books, 2015).

Eric Cummins, The Rise and Fall of California's Radical Prison Movement (Stanford University Press, 1994).

Malcolm M. Feeley and Edwin L. Rubin, Judicial Policy Making and the Modern State: How the Courts Reformed America's Prisons (Cambridge University Press, 1998).

James Jacobs, Stateville: The Penitentiary in Mass Society (University of Chicago Press, 1977).

Donna Murch, Living For the City: Migration, Education, and the Rise of the Black Panther Party in Oakland, California (University of North Carolina Press, 2010).

Garrett Felber, "'Shades of Mississippi': The Nation of Islam's Prison Organizing, the Carceral State, and the Black Freedom Struggle," Journal of American History 105, 1 (June 2018): 71-95.

Primary Sources and Multimedia

Robert Moses, "Letter from a Mississippi Jail," 1961.

Martin Luther King, "Letter from Birmingham Jail," April 16, 1963.

Arrest records of Rosa Parks, National Archives.

"'Jail, No Bail,' A Strategy of Civil Disobedience."

"Ain't Scared of Your Jails, 1960-1961," Eyes on the Prize, Blackside, Inc (Films Media Group, 2014).

Week 8. The Prison Rebellion Years

Primary Sources and Multimedia

Week 9. Anticarceral Feminism

Joanne Belknap, The Invisible Woman: Gender, Crime, and Justice (Watsworth, 1996).

Hazel V. Carby. "Policing the Black Woman's Body in an Urban Context." Critical Inquiry 18, no. 4 (1992): 738-55.

Christina Greene, "'She Ain't No Rosa Parks': The Joan Little-Murder Case And Jim Crow Justice In The Post-Civil Rights South," The Journal of African American History, 100,3 (Summer 2015): 428-47.

Jacklyn Huey and Michael Lynch, "The Image of Black Women in Criminology: Historical Stereotypes as Theoretical Foundation," in Race, Crime, and Justice: A Reader, Shaun Gabbidon and Helen Taylor Greene, eds. (Routledge, 2005), 127-40.

INCITE! Women of Color Against Violence, ed., The Color of Violence: The Incite! Anthology (South End Press, 2006).

Joy James, ed., The Angela Y. Davis Reader (Blackwell, 1998).

Vikki Law, Resistance Behind Bars: The Struggles of Incarcerated Women (PM Press, 2009).

Toya Like and Jody Miller, "Race, Inequality, and Gender Violence," in The Many Colors of Crime: Inequalities of Race, Ethnicity, and Crime in America, Ruth Peterson, Lauren Krivo, John Hagan, eds. (New York University Press, 2006), 157-76.

Danielle McGuire, At the Dark End of the Street: Black Women, Rape, and Resistance - A New History of the Civil Rights Movement from Rosa Parks to the Rise of Black Power (Alfred Knopf, 2010).

Laura McTighe, with Deon Haywood. "'There is NO Justice in Louisiana': Crimes Against Nature and the Spirit of Black Feminist Resistance." Souls: A Critical Journal of Black Culture, Politics and Society 19, no. 3 (2017): 261-285.

Laura McTighe, with Deon Haywood. "Front Porch Revolution: Resilience Space, Demonic Grounds, and the Horizons of a Black Feminist Otherwise." Signs: Journal of Women in Culture and Society 44, no. 1 (2018): 25-52.

Lena Carla Palacios, "Challenging Convictions: Indigenous and Black Race-Radical Feminists Theorizing the Carceral State and Abolitionist Praxis in the United States and Canada." Meridians 15 (2016): 137-165.

Dorothy Roberts. Killing the Black Body: Race, Reproduction, and the Meaning of Liberty. New York: Vintage, 1997.

Emily Thuma, "Lessons in Self-Defense: Gender Violence, Racial Criminalization, and Anticarceral Feminism," Women's Studies Quarterly 43, 3-4 (2015): 52-71.

Emily Thuma, "Against the Prison/Psychiatric State: Anti-violence Feminisms and the Politics of Confinement in the 1970s," Feminist Formations 26, 2 (2014): 26-51.

Emily Thuma, All Our Trials: Prisons, Policing, and the Feminist Fight to End Violence (University of Illinois Press, 2019).

Primary Sources and Multimedia

Week 10. Expanding the Prison Industrial Complex

Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness (New Press, 2010).

Lawrence Bobo and Victor Thompson, "Racialized Mass Incarceration: Poverty, Prejudice, and Punishment," in Doing Race: 21 Essays for the 21st Century, Hazel Markus and Paula Moya, eds., (Norton, 2010), 322-55.

Ruth Wilson Gilmore, Golden Gulag: Prisons, Surplus, Crisis, and Opposition in Globalizing California (University of California Press, 2007).

Jennifer Gonnerman, Life on the Outside: The Prison Odyssey of Elaine Bartlett (Picador, 2005).

Elizabeth Hinton, From the War on Poverty to the War on Crime: The Making of Mass Incarceration in America (Harvard University Press, 2016).

Joy James, States of Confinement: Policing, Detention, and Prisons (St. Martin's Press, 2000).

Julilly Kohler-Hausmann, "The Attila the Hun Law": New York's Rockefeller Drug Laws and the Making of a Punitive State," Journal of Social History 44,1 (2010): 71-95.

Julilly Kohler-Hausmann, Getting Tough: Welfare and Imprisonment in 1970s America (Princeton University Press, 2017).

Jill McCorkel, Breaking Women: Gender, Race, and the New Politics of Imprisonment (NYU Press, 2013).

Deborah McDowell, Claudrena Harold, and Juan Battle, eds., The Punitive Turn: New Approaches to Race and Incarceration (University of Virginia Press, 2013).

Christian Parenti, Lockdown America: Police and Prisons in the Age of Crisis (Verso, 2001).

Mary Pattillo, David Weiman, and Bruce Western, eds., Imprisoning America: The Social Effects of Mass Incarceration (Russell Sage Foundation, 2004).

Doris Marie Provine, Unequal Under the Law: Race in the War on Drugs (University of Chicago Press, 2007).

Robert Perkinson, Texas Tough: The Rise of America's Prison Empire (Metropolitan Books, 2010).

Henry Ruth and Kevin R. Reitz, The Challenge of Crime: Rethinking Our Response (Harvard University Press, 2003).

Jonathan Simon, Governing Through Crime: How the War on Crime Transformed American Democracy and Created a Culture of Fear (Oxford University Press, 2007).

Michael Tonry, Punishing Race: A Continuing American Dilemma (Oxford University Press, 2011).

Jacqueline Wang, Carceral Capitalism (MIT Semiotext[e], 2018).

Keramet Reiter, 23/7: Pelican Bay and the Rise of Long-Term Solitary Confinement (Yale University Press, 2016)

"Prisons and Class Warfare," an interview with Ruth Wilson Gilmore, Historical Materialism.

Primary Sources and Multimedia

Week 11. Health, Justice, and Resistance in the Neoliberal Order

Katherine Beckett, Making Crime Pay: Law and Order in Contemporary American Politics (Oxford University Press, 1997).

Safiya Bukhari, The War Before: The True Life Story of Becoming a Black Panther (Feminist Press, 2010).

Tara Herivel and Paul Wright, eds., Prison Profiteers: Who Makes Money From Mass Incarceration (New Press, 2007).

Nancy Kurshan, Out of Control: A 15-Year Battle Against Control Unit Prisons (Freedom Archives, 2013).

Gordon Lafer, "The Politics of Prison Labor: A Union Perspective," in Prison Nation: The Warehousing of America's Poor, Tara Herivel and Paul Wright, eds. (Routledge, 2003), 120-28.

Mona Lynch, Sunbelt Justice: Arizona and the Transformation of American Punishment (Stanford Law Books, 2010).

Staughton Lynd, Lucasville: The Untold Story of a Prison Uprising (PM Press, 2011).

Members of the ACE Program, Bedford Hills Correctional Facility, Breaking the Walls of Silence: AIDS and Women in a New York State Maximum Security Prison (Overlook Books, 1998).

Matt Meyer, ed. Let Freedom Ring: A Collection of Documents from the Movements to Free Political Prisoners (PM Press, 2008).

Donna Murch, "Paying for Punishment: The New Debtors' Prison," Boston Review, August 1, 2016.

Lydia Pelot-Hobbs, "Organized Inside and Out: The Angola Special Civics Project and the Crisis of Mass Incarceration," Souls: A Critical Journal of Black Politics, Culture and Society 15,3 (2013): 199-217.

Becky Pettit, Invisible Men: Mass Incarceration and the Myth of Black Progress (Russell Sage Foundation, 2012).

Susan Rosenberg, An American Radical: Political Prisoner in My Own Country (Citadel Books, 2011).

Loïc Wacquant, Punishing the Poor: The Neoliberal Government of Social Security (Duke University Press, 2009).

Primary Sources and Multimedia

Critical Resistance and INCITE! "Gender Violence and the Prison Industrial Complex," 2001.

Esther Kaplan, "Organizing Inside," Poz Magazine, November 1, 1998.

Mothers of Bedford, directed by Jenifer McShane (Women Make Movies, 2011).

The Last Graduation: The Rise and Fall of College Programs in Prison, directed by Barbara Zahm (Deep Dish TV, 1997).

Tattooed Tears, directed by Joan Churchill and Nicholas Broomfield (Gugo Film Production, 1978).

Week 12. Juvenile Justice

Nell Bernstein, Burning Down the House: The End of Juvenile Prison (The New Press, 2016).

Erica R. Meiners, For the Children?: Protecting Innocence in a Carceral State (University of Minnesota Press, 2016).

Alexandra Cox, Trapped in a Vice: The Consequences of Confinement for Young People (Rutgers University Press, 2018).

Geoff K. Ward, The Black Child-Savers: Racial Democracy and Juvenile Justice (University of Chicago Press, 2012).

Sabina Vaught, Compulsory: Education and the Dispossession of Youth in a Prison School (University of Minnesota Press, 2017).

Tera Eva Agyepong, The Criminalization of Black Children: Race, Gender, and Delinquency in Chicago's Juvenile Justice System, 1899-1945 (University of North Caroline Press, 2018).

Damien Sojoyner, First Strike: Educational Enclosures in Black Los Angeles (University of Minnesota Press, 2017).

Anthony Nocella, David Stovall, and Priya Parmar, From Education to Incarceration: Dismantling the School-to-Prison Pipeline (International Academic Publishers, second edition, 2014).

Victor Rios with Rudy Sanda, Punished: Policing the Lives of Black and Latino Boys (Tantor Media, 2017).

Carl Suddler, Presumed Criminal: Black Youth and the Justice System in Postwar New York (NYU Press, 2019).

Week 13. The End of Policing

Week 14. Carceral Intersections

Chris Chapman, Allison C. Carey, and Liat Ben-Moshe, eds., Disability Incarcerated: Imprisonment and Disability in the United States and Canada (Palgrave Macmillan, 2014).

Jenna M. Loyd, Matt Michelson, and Andrew Burridge, eds., Beyond Walls and Cages: Prisons, Borders, and Global Crisis (University of Georgia Press, 2012).

Joey Mogul, Andrea Ritchie, and Kay Whitlock, eds., Queer (In)Justice: The Criminalization of LGBT People in the United States (Beacon Press, 2011).

Julia Oparah, "Feminism and the (Trans)Gender Entrapment of Gender Nonconforming Prisoners," UCLA Women's Law Journal 18,2 (2012): 239-71.

Mary Beth Pfeiffer, Crazy in America: The Hidden Tragedy of our Criminalized Mentally Ill (Basic Books, 2007).

Luana Ross, Inventing the Savage: The Social Construction of Native American Criminality (University of Texas Press, 1998).

Donald Specter, "Cruel and Unusual Punishment of the Mentally Ill in California's Prisons: A Case Study of a Class Action Suit," Social Justice 21,3 (1994): 109-16.

Eric Stanley and Nat Smith, eds., Captive Genders: Trans Embodiment and the Prison Industrial Complex (AK Press, 2011).

Eric Stanley, Dean Spade, and Queer (In)Justice, "Queering Prison Abolition, Now?" American Quarterly 64,1 (2012): 115-27.

Judah Schept, Progressive Punishment: Job Loss, Jail Growth, and the Neoliberal Logic of Carceral Expansion (NYU Press, 2015).

Primary Sources and Multimedia

Behind Bars, directed by Louis Theroux (Kanopy Streaming, 2015).

Week 15. Voices from Inside

Primary Sources and Multimedia

Week 16. #AbolishICE

Aviva Chomsky, Undocumented: How Immigration Became Illegal (Beacon, 2014).

Kelly Lytle Hernández, MIGRA! A History of the U.S. Border Patrol (University of California Press, 2010).

Kenyon Zimmer, "Positively Stateless: Marcus Graham, the Ferrereo-Sallitto Case, and the Anarchist Challenges to Race and Deportation," in The Rising Tide of Color, Moon-Ho Jung, ed. (University of Washington, 2014), 128-58.

Chris Zepeda-Millan, Latino Mass Mobilization: Immigration, Racialization, and Activism (Cambridge University Press, 2017).

Amalia Pallares, ¡Marcha! : Latino Chicago and the Immigrant Rights Movement (University of Illinois Press, 2010).

Amalia Pallares, Family Activism: Immigrant Struggles and the Politics of Non-Citizenship (Rutgers University Press, 2014).

Mark Dow, American Gulag: Inside U.S. Immigration Prisons (University of California Press, 2005).

Jenna Loyd, Matt Mitchelson, and Andrew Burridge, Beyond Walls and Cages: Prisons, Borders, and Global Crisis (University of Georgia Press, 2012).

Mae Ngai, Impossible Subjects: Illegal Aliens and the Making of Modern America (Princeton University Press, 2014).

Torrie Hester, Deportation: The Origins of U.S. Policy (University of Pennsylvania Press, 2017).

Torrie Hester, "Deportability and the Carceral State," Journal of American History 102, 1 (June 2015): 141-151.

Rania Unzueta, Maru Mora Willalpnado, and Angélica Cházaro, "We Fell in Love in a Hopeless Place: A Grassroots History from #Not1More to Abolish ICE," Medium, June 29, 2018.

Week 17. The Future of Prison Activism

Hadar Aviram, Cheap on Crime: Recession-Era Politics and the Transformation of American Punishment (University of California Press, 2015).

Dan Berger, "Social Movements and Mass Incarceration: What is to be Done?" Souls 15, 1-2 (2013), 3-18.

CR10 Publications Collective, Abolition Now: Ten Years of Strategy and Struggle Against the Prison Industrial Complex (AK Press, 2008).

Ruth Wilson Gilmore, "The Worrying State of the Anti-Prison Movement," Social Justice Journal, February 23, 2015.

Ernest Drucker, ed. Decarcerating America: From Mass Punishment to Public Health (New Press, 2018).

Kelly Lytle Hernández, "Amnesty or Abolition: Felons, Illegals, and the Case for a New Abolition Movement," Boom: A Journal of California 1,4 (Winter 2011): 54-68.

Keramet Reiter, "The Pelican Bay Hunger Strike: Resistance within the Structural Constraints of a US Supermax Prison," South Atlantic Quarterly 113,3 (Summer 2014): 579-611.

Julia Sudbury, "Reform or Abolition?: Using Popular Mobilizations to Dismantle the Prison-Industrial Complex," Criminal Justice Matters 77,1 (2009): 17-19.

Mariame Kaba, David Stein, Dan Berger, "What Abolitionists Do," Jacobin, August 24, 2017.

"Towards the Horizon of Abolition: A Conversation with Mariame Kaba," The Next System Project, November 9, 2017.

Lydia Pelot-Hobbs, "Scaling Up or Scaling Back? The Pitfalls and Possibilities of Leveraging Federal Interventions for Abolition," Critical Criminology 26, 3 (2018): 423-441.

Primary Sources and Multimedia

Contributors

Dan Berger is an associate professor of comparative ethnic studies at the University of Washington Bothell. He is the author or editor of several books, including Captive Nation: Black Prison Organizing in the Civil Rights Era and Rethinking the American Prison Movement (coauthored with Toussaint Losier), and is developing a digital history of prisons and resistance in Washington state. Follow him on Twitter @dnbrgr.

Garrett Felber is an Assistant Professor of History at the University of Mississippi. He is the author of Those Who Know Don't Say: The Nation of Islam, the Black Freedom Movement, and the Carceral State (UNC Press, 2019) and co-author of The Portable Malcolm X Reader with Manning Marable. In 2016, Felber co-founded Liberation Literacy, an abolitionist collective and radical reading group inside and outside Oregon prisons. Follow him on Twitter @garrett_felber.

Kali Gross is Martin Luther King Jr. Professor of History at Rutgers University. She is author of the award-winning books Colored Amazons: Crime, Violence and Black Women in the City of Brotherly Love, 1880-1910, and Hannah Mary Tabbs and the Disembodied Torso: A Tale of Race, Sex, and Violence in America. She is also co-author of A Black Women's History of the United States with Daina Ramey Berry (Beacon Press, 2019). Follow her on Twitter @KaliGrossPhD.

Elizabeth Hinton is John L. Loeb Associate Professor of the Social Sciences in the Departments of History and African and African American Studies at Harvard University. She is the author of the award-winning book From the War on Poverty to the War on Crime: The Making of Mass Incarceration in America (Harvard University Press, 2016). In March 2018, she co-organized (with Garrett Felber) the landmark conference " Beyond the Gates: The Past and Future of Prison Education at Harvard." Follow her on Twitter @elizabhinton.

Anyabwile Love is an Assistant Professor at the Community College of Philadelphia. He earned a Ph.D. in African American Studies from Temple University. He is currently writing a project on John William Coltrane. Follow him on Twitter @AnyabwileLove.

Copyright © AAIHS. May not be reprinted without permission.

# data[].attributes.attachment_link.description
Even in prison, rebellions are contagious. In 2016, a national prison strike led us to compile the Prison Abolition Syllabus on this site as a way to bring together some of the urgent and informed writings on the history of prisons and prison rebellion.

# data[].attributes.headline
Poverty Law Syllabus (F22 Ezra Rosser, American)

# data[].attributes.subject
Poverty Law Syllabus (F22 Ezra Rosser, American)

# data[].attributes.headline
Critical Perspectives on Civil Procedure (S23 Myriam Gilles, Cardozo)

# data[].attributes.subject
Critical Perspectives on Civil Procedure (S23 Myriam Gilles, Cardozo)

# data[].attributes.headline
Critical Narratives of Civil Rights Syllabus (F21 Cooper Davis, Peggy and Francois, Aderson, NYU)

# data[].attributes.subject
Critical Narratives of Civil Rights Syllabus (F21 Cooper Davis, Peggy and Francois, Aderson, NYU)

# data[].attributes.attachment_link.title
Critical Narratives of Civil Rights Syllabus F21 (Cooper Davis, Peggy and Francois, Aderson, NYU)

# data[].attributes.headline
Constitutional Law II (F24, Frank Valdes, Miami)

# data[].attributes.subject
Constitutional Law II (F24, Frank Valdes, Miami)

# data[].attributes.body
Folder of #1L #criticalpraxis #conlawII #worksheets: Prof. Valdes Teaching Materials - Fall 2024. Image c/o @Nikkolas_Smith

# data[].attributes.attachment_link.title
Prof. Valdes Teaching Materials - Fall 2024 - OneDrive

# data[].attributes.headline
Lawyering, Brief Writing & Oral Argument Unit (S23 Anna Arons, NYU)

# data[].attributes.subject
Lawyering, Brief Writing & Oral Argument Unit (S23 Anna Arons, NYU)

# data[].attributes.body
Lawyering students in the second class into a "Brief Writing & Oral Argument" unit may tackle a simulated case file. Here, State v. Stewart, involves a teenager charged with a criminal harassment misdemeanor after a complaint by an elderly woman. Instructions, preassigned readings, and slides addressing abolition and transformative justice may be found here: 1L Lawyering, Brief Writing-Oral Argument Unit, S23 (Arons, Anna) #1L #abolition

# data[].attributes.headline
Con Law, Syllabus (S23 Carla Pratt, Oklahoma)

# data[].attributes.subject
Con Law, Syllabus (S23 Carla Pratt, Oklahoma)

# data[].attributes.headline
Latinx and the Law (S22 Alexander Boni-Saenz, Chicago-Kent)

# data[].attributes.subject
Latinx and the Law (S22 Alexander Boni-Saenz, Chicago-Kent)

# data[].attributes.attachment_link.title
Latinx and the Law S22 Syllabus (Boni-Saenz, Alexander A.)

# data[].attributes.attachment_link.title
Work Law Syllabus F22 (Lin Shirley)-Public (final)

# data[].attributes.attachment_link.readable_text
Racial Equity Tools Glossary

Words and their multiple uses reflect the tremendous diversity that characterizes our society. Indeed, universally agreed upon language on issues relating to racism is nonexistent. We discovered that even the most frequently used words in any discussion on race can easily cause confusion, which leads to controversy and hostility. It is essential to achieve some degree of shared understanding, particularly when using the most common terms. In this way, the quality of dialogue and discourse on race can be enhanced.

Language can be used deliberately to engage and support community anti-racism coalitions and initiatives, or to inflame and divide them. Discussing definitions can engage and support coalitions. However, it is important for groups to decide the extent to which they must have consensus and where it is okay for people to disagree. It is also helpful to keep in mind that the words people use to discuss power, privilege, racism and oppression hold different meanings for different people. For instance, people at different stages of developing an analysis tend to attach different meanings to words like discrimination, privilege and institutional racism. Furthermore, when people are talking about privilege or racism, the words they use often come with emotions and assumptions that are not spoken.

Many of the terms in this glossary have evolved over time. For example, given the changing demographic trends in the United States, the word "minority" no longer accurately reflects the four primary racial/ethnic groups. The terms "emerging majority" and "people of color" have become popular substitutes. Also, the terms used to refer to members of each community of color have changed over time. Whether to use the terms African American or Black, Hispanic American, Latinx or Latino, Native American or American Indian, and Pacific Islander or Asian American depends on a variety of conditions, including your intended audiences' geographic location, age, generation, and, sometimes, political orientation.

SOURCE: Project Change's "The Power of Words." Originally produced for Project Change Lessons Learned II, also included in A Community Builder's Toolkit - both produced by Project Change and The Center for Assessment and Policy Development with some modification by RacialEquityTools.org.

The main source for each definition is noted with its term below. Some definitions are paraphrased or updated. If you plan to use a couple of the terms in your materials, we encourage you to keep the SOURCE citation(s) that we have listed for them.

You can download a PDF version of this glossary . Please feel free to share the RET Glossary PDF or post a link on your site. We request that you use the following citation: Racial Equity Tools Glossary, MP Associates, Center for Assessment and Policy Development, and World Trust Educational Services, July 2022.

For guidance on evaluation terms in particular, see .

# data[].attributes.attachment_link.description
Words and their multiple uses reflect the tremendous diversity that characterizes our society. Indeed, universally agreed upon language on issues relating to racism is nonexistent. In this way, the quality of dialogue and discourse on race can be enhanced.

# data[].attributes.headline
Faculty Inclusive Classrooms Tips Sheet F22 (NYU Inclusion & Diversity Committee)

# data[].attributes.subject
Faculty Inclusive Classrooms Tips Sheet F22 (NYU Inclusion & Diversity Committee)

# data[].attributes.attachment_link.title
Faculty Inclusive Classrooms Tips Sheet F22 (NYU Inclusion & Diversity Committee)

# data[].attributes.headline
America Had More Than One Founding and More Than One Set of Founders (Jamelle Bouie, NYT, Jul. 4, 2023)

# data[].attributes.subject
America Had More Than One Founding and More Than One Set of Founders (Jamelle Bouie, NYT, Jul. 4, 2023)

# data[].attributes.attachment_link.title
Opinion | America Had More Than One Founding and More Than One Set of Founders

# data[].attributes.attachment_link.description
The enemies of slavery gave new meaning to the Declaration of Independence.

# data[].attributes.headline
Incorporating Anti-Racism Frameworks into Core Law School Classes (SALT July 30, 2020)

# data[].attributes.subject
Incorporating Anti-Racism Frameworks into Core Law School Classes (SALT July 30, 2020)

# data[].attributes.body
#antiracistpedagogy #scaffolding #upperdivision

# data[].attributes.attachment_link.readable_text
On Thursday, July 30, SALT hosted a webinar on anti-racism in the classroom with an impressive slate of candidates:

View a recording of the webinar at Michigan State University Mediaspace

The next SALT: Social Justice in Action Webinar will be held August 21, on the topic "Promoting Equity and Inclusion in Online Teaching."

# data[].attributes.attachment_link.title
Video Now Available! Anti-Racism in the Classroom

# data[].attributes.attachment_link.description
On Thursday, July 30, SALT hosted a webinar on anti-racism in the classroom with an impressive slate of candidates: View a recording of the webinar at Michigan State University Mediaspace The next SALT: Social Justice in Action Webinar will be held August 21, on the topic "Promoting Equity and Inclusion in Online Teaching."

# data[].attributes.headline
Disability Justice Readings and Resources (#AccessIsLove)

# data[].attributes.subject
Disability Justice Readings and Resources (#AccessIsLove)

# data[].attributes.body
#disabilityjustice #accessislove #discrit

# data[].attributes.headline
Writing about Slavery/Teaching About Slavery: This Might Help (P. Gabrielle Foreman, et al.)

# data[].attributes.subject
Writing about Slavery/Teaching About Slavery: This Might Help (P. Gabrielle Foreman, et al.)

# data[].attributes.attachment_link.title
Writing about Slavery:Teaching About Slavery- This Might Help (P. Gabrielle Foreman, et al.)

# data[].attributes.body
#intersectionality #teachthetruth #interviews #criticalracefeminism #crtfoundations

# data[].attributes.headline
Race + IP Seminar (S19 Michael Pegues, SMU)

# data[].attributes.subject
Race + IP Seminar (S19 Michael Pegues, SMU)

# data[].attributes.attachment_link.title
Race and IP Seminar Syllabus S19 (Pegues, Michael)

# data[].attributes.attachment_caption
#crteaching #interviews #multimedia #race #class #guests

# data[].attributes.headline
#RaceClass Podcast (Jonathan Feingold, BU & Arnie Arneson)

# data[].attributes.subject
#RaceClass Podcast (Jonathan Feingold, BU & Arnie Arneson)

# data[].attributes.attachment_link.description
A monthly conversation with BU Law Prof. Jonathan Feingold & WNHN host Arnie Arnesen about race and racism from a place of humility, commitment and curiosity. Special thanks to WNHN and producers Ste

# data[].attributes.headline
Five Paradigm Shifts for Equitable Educators (Equity Literacy Institute)

# data[].attributes.subject
Five Paradigm Shifts for Equitable Educators (Equity Literacy Institute)

# data[].attributes.attachment_link.title
Five Paradigm Shifts for Equitable Educators (Equity Literacy Institute)

# data[].attributes.body
#teachthetruth #interactivemap

# data[].attributes.attachment_link.description
Tracking anti-CRT efforts introduced at the local, state, and federal levels.

# data[].attributes.headline
Property Law (S23 Jonathan Feingold, BU)

# data[].attributes.subject
Property Law (S23 Jonathan Feingold, BU)

# data[].attributes.body
#property law #conquest #slavery #reparations

# data[].attributes.attachment_link.title
Property Law Syllabus (S23 Jonathan Feingold, BU)

# data[].attributes.headline
Critical Race Theory Seminar Syllabus (S23 Eric J. Miller, Loyola LMU)

# data[].attributes.subject
Critical Race Theory Seminar Syllabus (S23 Eric J. Miller, Loyola LMU)

# data[].attributes.attachment_link.title
CRT Syllabus S23 (Miller, Eric J.)_public 

# data[].attributes.headline
Critical Race Theory Seminar Syllabus (F23 Shirley Lin, Brooklyn)

# data[].attributes.subject
Critical Race Theory Seminar Syllabus (F23 Shirley Lin, Brooklyn)

# data[].attributes.body
#socialmovements #history #crtfoundations #abolition #seminar #upperdivision

# data[].attributes.headline
Critical Race Theory Seminar Slides (F23 Shirley Lin, BLS)

# data[].attributes.subject
Critical Race Theory Seminar Slides (F23 Shirley Lin, BLS)

# data[].attributes.body
#socialmovements #history #seminar

# data[].attributes.headline
Critical Race Theory Colloquium (F22 Jonathan Feingold, BU)

# data[].attributes.subject
Critical Race Theory Colloquium (F22 Jonathan Feingold, BU)

# data[].attributes.body
#criticalracetheory
#intersectionality

# data[].attributes.attachment_link.title
CRT Colloquium Syllabus (F22 Jonathan Feingold, BU)

# data[].attributes.headline
Contracts/LME I (Chaumtoli Huq, F21 CUNY)

# data[].attributes.subject
Contracts/LME I (Chaumtoli Huq, F21 CUNY)

# data[].attributes.attachment_link.title
Contracts (LME I) Syllabus F21 (Huq, Chaumtoli)

# data[].attributes.headline
Contracts/LME II (S22 Chaumtoli Huq, CUNY)

# data[].attributes.subject
Contracts/LME II (S22 Chaumtoli Huq, CUNY)

# data[].attributes.attachment_link.title
Contracts (LME II) Syllabus S22 (Huq, Chaumtoli)

# data[].attributes.headline
Torts Syllabus (F22, Anthony Moffa, Maine)

# data[].attributes.subject
Torts Syllabus (F22, Anthony Moffa, Maine)

# data[].attributes.headline
Education Law Syllabus (F22 Jonathan Feingold, BU)

# data[].attributes.subject
Education Law Syllabus (F22 Jonathan Feingold, BU)

# data[].attributes.body
#educationlaw #desegregation #resegregation #upperdivision

# data[].attributes.attachment_link.title
Education Law Syllabus (F22 Jonathan Feingold, BU)

# data[].attributes.headline
Tax Policy Seminar Syllabus (S21 Ajay Mehrotra, Northwestern)

# data[].attributes.subject
Tax Policy Seminar Syllabus (S21 Ajay Mehrotra, Northwestern)

# data[].attributes.attachment_link.title
Tax Policy Seminar Syllabus S21 (Mehrotra, Ajay K.)

# data[].attributes.headline
Critical Justice Case Rounds (S23 Frank Valdes, Miami)

# data[].attributes.subject
Critical Justice Case Rounds (S23 Frank Valdes, Miami)

# data[].attributes.attachment_link.title
Syllabus 21, UL Critical Justice Case Rounds (Valdes, Frank - 1 credit course)

# data[].attributes.headline
Law Practice: Systemic Advocacy (S22 Frank Valdes, UML)

# data[].attributes.subject
Law Practice: Systemic Advocacy (S22 Frank Valdes, UML)

# data[].attributes.headline
Systemic Advocacy and Complex Actions (F22 Frank Valdes, UML)

# data[].attributes.subject
Systemic Advocacy and Complex Actions (F22 Frank Valdes, UML)

# data[].attributes.headline
Collaborative Professionalism (S22 Frank Valdes, Miami)

# data[].attributes.subject
Collaborative Professionalism (S22 Frank Valdes, Miami)

# data[].attributes.headline
Racial In(Justice) & the Law Syllabus (F21 Christine Chambers Goodman, Pepperdine)

# data[].attributes.subject
Racial In(Justice) & the Law Syllabus (F21 Christine Chambers Goodman, Pepperdine)

# data[].attributes.attachment_link.title
Racial In(Justice) and the Law Syllabus F21 (Chambers Goodman, Christine, Pepperdine)1

# data[].attributes.headline
Ethnoracial Identity in Anthropology, Language, & Law (S21 Vilma Santiago-Irizarry, Cornell)

# data[].attributes.subject
Ethnoracial Identity in Anthropology, Language, & Law (S21 Vilma Santiago-Irizarry, Cornell)

# data[].attributes.attachment_link.title
Ethno Id in Law, Lang & Anthro Syllabus S21 (Santiago–Irizarry, V.)

# data[].attributes.headline
Asian Americans and U.S. Law Open Casebook (Elizabeth Tanaka, Quinnipiac & Yale;  S23 Marina Hsieh, Santa Clara)

# data[].attributes.subject
Asian Americans and U.S. Law Open Casebook (Elizabeth Tanaka, Quinnipiac & Yale;  S23 Marina Hsieh, Santa Clara)

# data[].attributes.attachment_link.title
Asian Americans and U.S. Law (Tanaka) | H2O

# data[].attributes.attachment_link.description
These materials introduce the historical and ongoing interplay of U.S. law and policy and Asians, citizen and non-citizen, in the United States. They examine the Asian experience in the United States at various points in history, with units focusing on 19th and 20th century immigration laws; World W…

# data[].attributes.headline
Federal Indian Law (F22 Ezra Rosser, American)

# data[].attributes.subject
Federal Indian Law (F22 Ezra Rosser, American)

# data[].attributes.attachment_link.title
Federal Indian Law Syllabus F22 [Rosser, Ezra]

# data[].attributes.headline
Race, Racism & the Law-First Assignment (S22 Tanya Cooper, Pepperdine)

# data[].attributes.subject
Race, Racism & the Law-First Assignment (S22 Tanya Cooper, Pepperdine)

# data[].attributes.attachment_link.title
Race, Racism & the Law (S22 Tanya Cooper, Pepperdine)

# data[].attributes.headline
Race, Racism & the Law Syllabus. JD Law 600. (S22 Tanya Cooper, Pepperdine)

# data[].attributes.subject
Race, Racism & the Law Syllabus. JD Law 600. (S22 Tanya Cooper, Pepperdine)

# data[].attributes.attachment_link.title
Race, Racism & the Law Syllabus. JD Law 600. (S22 Tanya Cooper, Pepperdine)

# data[].attributes.headline
L. Washington Criminal Procedure: Investigations (S23 Brooklyn)

# data[].attributes.subject
L. Washington Criminal Procedure: Investigations (S23 Brooklyn)

# data[].attributes.attachment_link.title
Crim Pro Investigations Syllabus S23 (Washington, Lisa)

# data[].attributes.headline
Law and Inequality Syllabus (F22 Luke Norris & Allison Tait, Richmond)

# data[].attributes.subject
Law and Inequality Syllabus (F22 Luke Norris & Allison Tait, Richmond)

# data[].attributes.attachment_link.title
Law and Inequality Syllabus (F22 Luke Norris, Allison Tait URL)

# data[].attributes.headline
Lawyering, Investigating Facts Unit (F22 Colleen Campbell, NYU)

# data[].attributes.subject
Lawyering, Investigating Facts Unit (F22 Colleen Campbell, NYU)

# data[].attributes.attachment_link.title
Lawyering, Investigating Facts Unit (F22 Colleen Campbell, NYU)

# data[].attributes.headline
Criminal Law: Cases & Materials (Cynthia Lee, GWU, Angela P. Harris, UC-Davis)

# data[].attributes.subject
Criminal Law: Cases & Materials (Cynthia Lee, GWU, Angela P. Harris, UC-Davis)

# data[].attributes.body
This casebook provides "both critical race and critical feminist theory perspectives on criminal law" [by] integrating issues of race, gender, class, and sexual orientation "so the teacher who wishes to address such issues does not have to assign supplemental reading assignments in order to do so."   #1L #crf #criticalracefeminism

# data[].attributes.attachment_link.keywords[]
9781683284062 lee and harris's criminal law

# data[].attributes.attachment_link.description
faculty.westacademic.com: Lee and Harris's Criminal Law, Cases and Materials, 4th: This text provides a critical perspective on criminal law, focusing on issues of race, gender, and sexual orientation where relevant.

# data[].attributes.headline
Race, Racism & the Law-MLS Program (S21 Tanya Cooper, Pepperdine) 

# data[].attributes.subject
Race, Racism & the Law-MLS Program (S21 Tanya Cooper, Pepperdine) 

# data[].attributes.attachment_link.title
Race, Racism & the Law. MLS Program. (Summer21 Cooper, Tanya)

# data[].attributes.headline
Critical Race Theory (S19 Anjali Vats, Pitt)

# data[].attributes.subject
Critical Race Theory (S19 Anjali Vats, Pitt)

# data[].attributes.headline
Critical Race Theory Seminar Syllabus (S23, Adrien Wing, Iowa)

# data[].attributes.subject
Critical Race Theory Seminar Syllabus (S23, Adrien Wing, Iowa)

# data[].attributes.headline
Evolution of Minority Rights Syllabus (S23 Carla Pratt, Oklahoma)

# data[].attributes.subject
Evolution of Minority Rights Syllabus (S23 Carla Pratt, Oklahoma)

# data[].attributes.attachment_link.title
Evolution of Minority Rights Syllabus (S23 Carla Pratt, Oklahoma)

# data[].attributes.headline
Guerilla Guide to Teaching Clinical Law 

# data[].attributes.subject
Guerilla Guide to Teaching Clinical Law 

# data[].attributes.headline
Race and the Law Syllabus and (S23 Renee Nicole Allen, St. Johns)

# data[].attributes.subject
Race and the Law Syllabus and (S23 Renee Nicole Allen, St. Johns)

# data[].attributes.attachment_link.title
Race and the Law Syllabus and (S23 Renee Nicole Allen, St. Johns)

# data[].attributes.headline
Critical Race Theory Seminars (Daria Roithmayr, USC)

# data[].attributes.subject
Critical Race Theory Seminars (Daria Roithmayr, USC)

# data[].attributes.headline
Race and the Law Syllabus (S23 Evelyn Malave, Hofstra)

# data[].attributes.subject
Race and the Law Syllabus (S23 Evelyn Malave, Hofstra)

# data[].attributes.attachment_link.title
Race and the Law Syllabus (S23 Evelyn Malave, Hofstra)

# data[].attributes.headline
G.U.I.L.T. [Gendered Understandings in Law and Legal Theory] (S24 Swethaa Ballakrishnen, UCI)

# data[].attributes.subject
G.U.I.L.T. [Gendered Understandings in Law and Legal Theory] (S24 Swethaa Ballakrishnen, UCI)

# data[].attributes.headline
Equality of Rights Syllabus (F22 Carla Pratt, Oklahoma)

# data[].attributes.subject
Equality of Rights Syllabus (F22 Carla Pratt, Oklahoma)

# data[].attributes.attachment_link.title
Equality of Rights Syllabus (F22 Pratt, Carla)

# data[].attributes.headline
Race and Lawyering in California (Kaaryn Gustafson, UCI)

# data[].attributes.subject
Race and Lawyering in California (Kaaryn Gustafson, UCI)

# data[].attributes.attachment_link.title
Race and Lawyering in California (Kaaryn Gustafson, UCI)

# data[].attributes.headline
Centering California in the History of Race and Resistance (Kaaryn Gustafson, UCI)

# data[].attributes.subject
Centering California in the History of Race and Resistance (Kaaryn Gustafson, UCI)

# data[].attributes.attachment_link.title
Centering California in the History of Race and Resistance (Kaaryn Gustafson, UCI)

# data[].attributes.headline
Critical Identity Theory (S20 Kaaryn Gustafson, UCI)

# data[].attributes.subject
Critical Identity Theory (S20 Kaaryn Gustafson, UCI)

# data[].attributes.attachment_link.title
Critical Identity Theory (Kaaryn Gustafson, UCI)

# data[].attributes.headline
Critical Readings in Race and Water Law Syllabus (S23 Tom Romero II, Denver)

# data[].attributes.subject
Critical Readings in Race and Water Law Syllabus (S23 Tom Romero II, Denver)

# data[].attributes.body
#waterjustice #enviromentaljustice #raceandwater

# data[].attributes.headline
Asian Americans in an Anti-Black World (Claire Jean Kim & Colorlines 2023)

# data[].attributes.subject
Asian Americans in an Anti-Black World (Claire Jean Kim & Colorlines 2023)

# data[].attributes.attachment_link.title
Asian Americans in an Anti-Black World - Colorlines

# data[].attributes.attachment_link.description
Standing at the juncture of white supremacy and anti-Blackness, Asian Americans have been imagined as not-white but above all not-Black -as undesirable but the lesser of two evils-for almost two centuries. In her explosive new book, Asian Americans in an Anti-Black World, Claire Jean Kim, Ph.D., argues that Asian Americans have benefited from anti-Blackness at the same time that they have been burdened by white supremacy.

# data[].attributes.headline
Re-Imagining Lawyering: Bringing Abolition Into the 1L Curriculum (Anna Arons, NYU)

# data[].attributes.subject
Re-Imagining Lawyering: Bringing Abolition Into the 1L Curriculum (Anna Arons, NYU)

# data[].attributes.attachment_link.readable_text
Wednesday, May 12, 2021

By Anna Arons, Guest Contributor, NYU School of Law

This year, my 1L students began law school the same week that police shot and paralyzed Jacob Blake. As they learned criminal law in the Fall, they also learned that a grand jury had failed to indict the police officers who killed Breonna Taylor. And this Spring, they began studying for their final exams just as Derek Chauvin was found guilty of murdering George Floyd and as police shot and killed 15-year-old Ma'Khia Bryant. They entered the legal profession the same year that millions took to the streets, demanding a reckoning with the racist hierarchies underpinning this country's legal system - a reckoning that, for many, requires the abolition of the police and the criminal legal system as it exists now.

My students, like students around the country, grappled with what abolition might look like and what it might mean to be a lawyer working within a legal system reflects and entrenches existing racial, class, and gender hierarchies. Yet even as students struggled with these weighty questions, they remained largely unaddressed in the standard 1L curriculum.

This Spring, I attempted to address that gap by introducing a class on abolition into my Lawyering class. Lawyering is a required 1L course that teaches students the essentials of law practice through a series of simulations. Throughout the year, students learn professional skills, and they learn, too, to consider contextual dynamics and to be critical and reflective advocates. In our final unit, students must argue a motion to dismiss in a misdemeanor case where the charges stem from a verbal argument between two residents of a suburban town. This simulation opened the door to have a vibrant discussion of the meaning of abolition and how the same fact pattern might play out in the absence of the criminal legal system.

I aimed to design a 90-minute class that achieved several goals: first, to demystify the word "abolition" and allow students to work through possible versions of it; second, to provide factual and historical context to our current criminal legal system so that students could better understand arguments for or against abolitionist movements; and third, to validate and legitimize the discussions about abolition that students were already having outside the classroom. Above all, I aimed to present abolition as an exciting and accessible concept. Mindful of the perception of abolition as nebulous and overwhelming, I wanted to ground our discussions in specifics, rather than abstract principles. And, my personal views aside, I wanted to present abolition as but one possible approach and to acknowledge the tensions and complications of an abolitionist approach.

To prepare for class, I assigned my students materials that offered possible definitions of abolition and gave concrete examples of abolitionist projects. I asked them to read excerpts of Amna Akbar's An Abolitionist Horizon for (Police) Reform, which lays out an abolitionist critique of policing, then describes community-based abolitionist projects. For more examples, students could listen to one of several podcast episodes centering on abolitionist movements around the country. Finally, I assigned an excerpt from Issa Kohler-Haussman's Misdemeanorland, describing how misdemeanors are prosecuted and processed through New York courts. From this, I hoped students would gain a more thorough understanding of our starting point, and see that our misdemeanor-centered simulation was both realistic and higher stakes than it might appear.

In class, I used the familiar disorderly conduct fact pattern from our simulation as a pathway into a broader discussion. Before we began, I reminded my students of class expectations, encouraging them to extend grace to one another and to learn from one another. I reminded them, too, that I did not expect for us to land on any easy answers; rather, I expected that we might find ourselves in tension with our classmates and in tension internally and that sitting with and processing that discomfort is key to thoughtful and reflective lawyering.

With these expectations in place, we moved into a discussion, first in small groups and then as a whole class, in which I asked students to "re-imagine" what the interaction between the defendant and the complainant in our case might look like in a world in which police were not the tool of first resort. My students participated enthusiastically, brainstorming and working through alternate scenarios ranging from a restorative justice-oriented mediation to hand-to-hand combat. From there, we zoomed out: through a brief lecture, I traced the growth of policing and prosecution in New York, starting with the racist roots of modern policing and moving into the Broken Windows and stop-and-frisk era, before we transitioned to a class discussion centering on the goals of our current criminal legal system and how the current system achieves or does not achieve those goals. As class drew to a close, I offered several possible definitions of abolition, and students returned to small groups to reflect on how the alternatives they had brainstormed earlier fit with those definitions, as well as how their alternatives would achieve the goals of the criminal legal system.

My students participated openly and enthusiastically in this class, more so than any other class of the year. Though we devoted just one class to abolition, out of the hundreds of hours 1Ls spend in class, students expressed gratitude for the space to consider abolition within an academic setting. Some reported that it eased the cognitive dissonance they felt throughout the year between their discussions about the legal system outside the classroom and their discussions within it; others found it meaningful to discuss abolition rigorously and as a legitimate topic of study; and others, with less background in the area, appreciated building a more thorough understanding of what abolition might mean, beyond headlines and social media posts.

Our discussion also rippled through the remainder of our misdemeanor simulation, as students arguing for the defense raised policy arguments regarding the wisdom of using court resources on such a case, while students on the prosecution side not only prepared for those arguments but also considered whether this was a case they should be pursuing. Whether students identified as abolitionists or expressed more faith in our current criminal legal system, they told me that the class led them to take their misdemeanor case more seriously and to reflect on how it felt to be a lawyer -a prosecutor or a public defender - in the criminal legal system. All year, I've told my students that lawyering does not take place in the abstract: laws have real, concrete consequences that affect millions of people's lives every day. Thus, to be effective, ethical lawyers, they must learn not just the rote mechanics of practice; they must learn, too, to sit with and process the political and social context and the consequences of their work. This class created an opening for students to practice those skills.

I do not claim that this single class resolved the question of abolition for any of my students, nor do I expect for it to resolve my students' concerns about their roles as lawyers, but I offer up this experience in hopes that it helps other instructors bridge the divide between the oft-staid 1L curriculum and students' - and this country's - most pressing concerns.

https://lawprofessors.typepad.com/human_rights/2021/05/re-imagining-lawyering-bringing-abolition-into-the-1l-curriculum.html

# data[].attributes.attachment_link.title
Human Rights at Home Blog: Re-Imagining Lawyering: Bringing Abolition Into the 1L Curriculum

# data[].attributes.attachment_link.description
By Anna Arons, Guest Contributor, NYU School of Law This year, my 1L students began law school the same week that police shot and paralyzed Jacob Blake. As they learned criminal law in the Fall, they also learned that a...

# data[].attributes.headline
Race, Social Psychology, and the Legal Process (S19 David Simson, UCLA)

# data[].attributes.subject
Race, Social Psychology, and the Legal Process (S19 David Simson, UCLA)

# data[].attributes.headline
Racial Justice Advocacy Project (Renee Nicole Allen, St. Johns)

# data[].attributes.subject
Racial Justice Advocacy Project (Renee Nicole Allen, St. Johns)

# data[].attributes.attachment_link.title
Racial Justice Advocacy Project (Renee Nicole Allen, St. Johns)

# data[].attributes.headline
CLC Inaugural Conference @ Duke Law (Nov. 10-12, 2023)

# data[].attributes.subject
CLC Inaugural Conference @ Duke Law (Nov. 10-12, 2023)

# data[].attributes.body
#crt #clc #gathering #events

# data[].attributes.attachment_link.readable_text
Book your hotel room by clicking this link by October 6, 2023. We have secured a room block for $189 a night.
Hilton Garden Inn Durham/University Medical Center
address2102 West Main Street,Durham, NC 27705

phone+1 919-286-0774

Coordinating Committee/Speakers:

We have secured a separate hotel for coordinating committee members and invited speakers. Please refer to your email communications for more details.
I f you have any questions, please email Amanda Gonzalez at amanda.gonzalez@duke.edu.

# data[].attributes.attachment_link.title
Critical (Legal) Collective Inaugural Convening

# data[].attributes.attachment_link.description
Book your hotel room by clicking this link by October 6, 2023. We have secured a room block for $189 a night. Hilton Garden Inn Durham/University Medical Center address2102 West Main Street,Durham, NC 27705 phone+1 919-286-0774 Coordinating Committee/Speakers: We have secured a separate hotel for coordinating committee members and invited speakers.

# data[].attributes.headline
Gender Pronouns (Milwaukee LGBTQ+ Resource Center)

# data[].attributes.subject
Gender Pronouns (Milwaukee LGBTQ+ Resource Center)

# data[].attributes.attachment_link.readable_text
It's okay! Everyone slips up from time to time. The best thing to do if you use the wrong pronoun for someone is to say something right away, like "Sorry, I meant (insert pronoun)".

If you realize your mistake after the fact, apologize in private and move on.

A lot of the time it can be tempting to go on and on about how bad you feel that you messed up or how hard it is for you to get it right. Please don't! It is inappropriate and makes the person who was misgendered feel awkward and responsible for comforting you, which is absolutely not their job.

Taking an active role in your classes, you may hear one of your students using the wrong pronoun for someone. In most cases, it is appropriate to gently correct them without further embarrassing the individual who has been misgendered. This means saying something like "Alex uses the pronoun she," and then moving on. If other students or faculty are consistently using the wrong pronouns for someone, do not ignore it! It is important to let your student know that you are their ally.

It may be appropriate to approach them and say something like "I noticed that you were getting referred to with the wrong pronoun earlier, and I know that that can be really hurtful. Would you be okay with me taking them aside and reminding them about your pronouns?" Follow up if necessary, but take your cues from the comfort level of your student. Your actions will be greatly appreciated.

Try asking: "What pronouns do you use?" or "Can you remind me what pronouns you use?" It can feel awkward at first, but it is not half as awkward as making a hurtful assumption. Also asking about when you can use those pronouns helps protect people from being outed; this can sound like "Are there any situations where you don't want me to use these pronouns?"

If you are asking as part of an introduction exercise and you want to quickly explain what gender pronouns are, you can try something like this: "Tell us your name, where you come from, and your pronouns. That means the pronouns that you use in reference to yourself. For example, I'm Xena, I'm from Amazon Island, and I like to be referred to with she, her, and hers pronouns. So you could say, 'she went to her car' if you were talking about me."

It is important to remember that by consistently asking people for their pronouns, you can help create a more normalized and safe way for others to share their pronouns, which they may not have been able to do before.

However, there are multiple reasons why someone may not want to share their pronouns in a group setting. If someone does not share their pronouns, feel free to use their name as a placeholder or ask in a more private setting.

You can't always know what someone's pronouns are by looking at them. Asking and correctly using someone's pronouns is one of the most basic ways to show your respect for their gender identity.

When someone is referred to with the wrong pronoun, it can make them feel disrespected, invalidated, dismissed, alienated, or dysphoric (often all of the above). All major professional American psychological and psychiatric associations recognize that inclusive language usage for LGBTQ+ youth and adults drastically decreases experiences of depression, social anxiety, suicidal ideation, and other negative mental health factors.

It is a privilege to not have to worry about which pronoun someone is going to use for you based on how they perceive your gender. If you have this privilege, yet fail to respect someone else's gender identity, it is not only disrespectful and hurtful, but also oppressive.

She/her/hers and he/him/his are a few commonly used pronouns. Some people call these "feminine" and "masculine" pronouns, but many people avoid these labels because not everyone who uses he/him/his feels "masculine" and not everyone who uses she/her/hers feels "feminine".

There are also lots of other pronouns in use, some of them more gender neutral. Here are a few you might hear:

They/them/theirs ("Shea ate their food because they were hungry.") This is a pretty common gender-neutral pronoun and it can be used in the singular. Singular "they" is not a new concept to English speakers - singular they is often used if we do not know the person we are talking about ("Who called you? What did they want?")

Ze/hir/hir ("Tyler ate hir food because ze was hungry.") Ze is pronounced like "zee" can also be spelled zie or xe, and replaces she/he/they. Hir is pronounced like "here" and replaces her/hers/him/his/they/theirs.

Per/per/pers ("Kyla ate per food because per were hungry.") Think of it as a shortened version of "person".

It/it/its ("Alex ate its food because it was hungry.") It was previously thought that these pronouns could only be offensive when used, but as long as you are not misgendering someone by using it/it/its, these are valid pronouns for someone to use.

Just my name please! (Ash ate Ash's food because Ash was hungry) Some people prefer not to use pronouns at all, using their name instead of a pronoun.

Some people also use more than one set of pronouns. This can be denoted as "they/she" or "they/them/theirs and she/her/hers". When someone uses multiple sets of pronouns, it could mean that they are okay with either one being used, or that they accept both, but have a preference towards the one that is listed first. If you have any questions, respectfully ask the person! A person of any gender can use multiple sets of pronouns.

Purposefully misgendering (using the wrong pronouns, ignoring someone's pronouns in use, or using incorrect gendered language for someone) is offensive and disrespectful to anyone, but especially to trans and gender non-confirming individuals.

What is a pronoun?

A pronoun is a word that refers to either the people talking ("I" or "you") or someone or something that is being talked about (like "she", "it", "them", and "this"). Gender pronouns (he/she/they/ze etc.) specifically refer to the person you are referring to.

Pronouns are part of someone's gender expression, and people can have multiple sets of pronouns for themselves (such as using both he/him/his and they/them/theirs). Pronouns are not "preferred" but instead are required for respectful communication. Not only transgender or nonbinary communities use pronouns, as it is something we all use and have since we were little.

Note: the top line is meant to indicate two separate - but similarly spelled - sets of pronouns. They are ae/aer/aers and fae/faer/faers.
Pronouns Practice App (Minus18)

SHE HER HER HERS HERSELF

HE HIM HIS HIS HIMSELF

In 1789, William H. Marshall records the existence of a dialectal English epicene pronoun, singular ou : "'Ou will' expresses either he will, she will, or it will." Marshall traces ou to Middle English epicene a, used by the fourteenth-century English writer John of Trevisa, and both the OED and Wright's English Dialect Dictionary confirm the use of a for he, she, it, they, and even I.

The dialectal epicene pronoun a is a reduced form of the Old and Middle English masculine and feminine pronouns he and heo. By the twelfth and thirteenth centuries, the masculine and feminine pronouns had developed to a point where, according to the OED, they were "almost or wholly indistinguishable in pronunciation." The modern feminine pronoun she, which first appears in the mid twelfth century, seems to have been drafted at least partly to reduce the increasing ambiguity of the pronoun system....

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

# data[].attributes.attachment_link.description
It's okay! Everyone slips up from time to time. The best thing to do if you use the wrong pronoun for someone is to say something right away, like "Sorry, I meant (insert pronoun)". If you realize your mistake after the fact, apologize in private and move on.

# data[].attributes.headline
An American Puzzle: Fitting Race in a Box (Lai & Medina, NY Times, Oct. 16, 2023)

# data[].attributes.subject
An American Puzzle: Fitting Race in a Box (Lai & Medina, NY Times, Oct. 16, 2023)

# data[].attributes.body
#racialformation #census #slavery

# data[].attributes.attachment_link.title
An American Puzzle: Fitting Race in a Box

# data[].attributes.attachment_link.description
Census categories for race and ethnicity have shaped how the nation sees itself. Here’s how they have changed over the last 230 years.

# data[].attributes.body
The Critical Legal Collective (CLC) Critical Education Committee thanks the educators who have contributed materials to promote access to critical inquiry resources on the law. Launched in 2023, it features up-to-date syllabi in Critical Race Theory (CRT), Race and the Law, and adjacent courses. These including 1L courses, upper-level courses and seminars, as well as clinical materials, with an emphasis on strengthening: inclusivity in the classroom, strategies for developing anti-racist pedagogy, and resources for everyone.

A companion CLC Bibliographies padlet offers bibliographies as well as other relevant resources that teachers might assign or suggest for students. Some of the bibliographies are subject-specific. Others are more broad and help provide suggestions for various theoretical approaches that might support “crit” pedagogy.

Navigation: Scroll horizontally and vertically to view more materials.

Questions & Contributions: If you have any questions about this CLC project, would like to request support as an educator or student, or wish to submit your own materials for potential inclusion, please complete this Form.

# data[].attributes.headline
The Slave Power & Democracy (Con Law II) (Reginald Oh, CSU)

# data[].attributes.subject
The Slave Power & Democracy (Con Law II) (Reginald Oh, CSU)

# data[].attributes.body
#14Amendment #Democracy #Equality

# data[].attributes.headline
The Legal Profession (F24 Swethaa Ballakrishnen, UCI)

# data[].attributes.subject
The Legal Profession (F24 Swethaa Ballakrishnen, UCI)

# data[].attributes.headline
Critical Approaches to Subjectivity, Solidarities, and Theories of Equality (S21 Swethaa Ballakrishnen, UCI)

# data[].attributes.subject
Critical Approaches to Subjectivity, Solidarities, and Theories of Equality (S21 Swethaa Ballakrishnen, UCI)