POLITICAL IMPRISONMENT
01 202 496

Michael Welch, Ph.D.
Professor
Criminal Justice
retrowelch@crimjust.rutgers.edu
www.professormichaelwelch.com

Office: Lucy Stone Hall A-357, Livingston Campus
Office Hours: Tuesday & Thursday 3.44pm to 4.44pm

SYLLABUS

PURPOSE OF THE COURSE:

In the realm of justice studies, the subject of political imprisonment has long been neglected and underdeveloped. This course, as an attempt to correct that deficit, sets out to explore the process and consequences of incarceration based on political, ideological, or military affiliation. Course content draws on numerous case studies, including: Ireland (North and South), South Africa, the Southern Cone of Latin America (Argentina, Chile, Paraguay, Uruguay), and Germany (wartime and postwar). Lectures and discussion will also benefit from material in a forthcoming book by Professor Michael Welch titled The Bastille Effect: Sites and Symbols of Political Imprisonment. (See also Learning Goals listed below.)

REQUIRED BOOKS:

Welch, Michael (2015) Escape to Prison: Penal Tourism & the Pull of Punishment. Berkeley, California: University of California Press.

REQUIRED READINGS: Materials to be circulated in class. (ATTENTION STUDENTS: Always bring a flash drive to each class.)

Welch, Michael (2016) Political Imprisonment and the Sanctity of Death: Performing Heritage in Troubled Ireland. International Journal of Heritage Studies, 22: 664-678.

Welch, Michael (2019) Signs of Trouble: Semiotics, Streetscapes, and the Republican Struggle in the North of Ireland. Crime, Media, Culture: An International Journal, 15(1): 1-26.

Welch, Michael (in progress) Torment/Torture: Re-Forming the Body in Northern Ireland and the Southern Cone of Latin America.

Welch, Michael (2018) Architecture for Disappearances: Concealing and Revealing Extermination in Buenos Aires

Welch, Michael (2020) In the Sites of Operation Condor: Memory and Afterlives of Clandestine Detention Centers. Social Justice: A Journal of Crime, Conflict & World Order, In Press.

SUGGESTED WEBSITES:

http://prisonsmemoryarchive.com

http://gitmomemory.org/stories/

EVALUATION OF STUDENT PERFORMANCE:

Two Exams: 100 points each
Two Papers: 50 points each

Total Semester Points: 300

EXAM 1: 25 February TUESDAY-- ABSOLUTELY NO MAKE UP EXAMS!!!

As you embark on the BEST essay ever written, view HUNGER (2008 Irish film, directed by Steve McQueen and starring Michael Fassbender: see trailer [https://www.imdb.com/video/vi3472950041?playlistId=tt0986233&ref_=tt_ov_vi]. Please develop a sophisticated critique of the significance of protest at the H Blocks. Discuss the chronology of various forms of resistance by the political prisoners and the screws responses to them. Along the way, address the following reading: Welch, Michael (forthcoming) Torture/Torment: Re-Form the Body (from The Bastille Effect). In particular, attend to the significance of Power, Technology, and the Body as well as the Five Techniques and Deep Interrogation. Your critique should be exactly SIX pages in length (single-spaced, 12 pitch). (Use citation style contained in the book ESCAPE TO PRISON.) Also precious points will be awarded to those essays boasting an insightful title. DEADLINE THURSDAY, 12 MARCH at 5.04pm. EXTENSION to TUESDAY 31 MARCH.

EXAM 2 for POLITICAL IMPRISONMENT (100 total points, SIX PAGES TOTAL) For this take home (open book, open notes, open mind) exam please follow these instructions: PART 1: (50 points: 3 pages single spaced typed, 12 pitch) Rely on the following readings to explore the notion of SITEDNESS. Explain in detail how former detention and torture sites are displayed in the following cities: Buenos Aires (Argentina), Santiago (Chile), Asuncion (Paraguay) and Montevideo (Uruguay). Welch, Michael (2020) In the Sites of Operation Condor: Memory and Afterlives of Clandestine Detention Centers. Social Justice: A Journal of Crime, Conflict & World Order, In Press. Welch, Michael (2018) Architecture for Disappearances: Concealing and Revealing Extermination in Buenos Aires. PART 2: (50 points: 3 pages single spaced typed, 12 pitch).Carefully read the following chapters. Upon reflection, please select a concept or idea from each chapter and discuss how it manifests in each of the former prison sites listed below (which appear on YOUTUBE and are listed and linked on the page ANNOUNCEMENTS FOR STUDENTS). Welch, Michael (2015) Escape to Prison: Penal Tourism & the Pull of Punishment. Berkeley, California: University of California Press. Ch 7 (Suffering and Science) Ch 8 (Colonialism and Resistance), Ch 9 (Memorialization). Again, the videos are listed on the page ANNOUNCEMENTS FOR STUDENTS, include: the Old Fort Prison (JoBurg, South Africa), the Women's Jail (JoBurg, South Africa), Robben Island (South Africa), Hong Kong Prison Museum, Seodaemun Prison (Seoul), Kilmainham Jail (Dublin), Belfast (Northern Ireland), Crumlin Road Prison (Belfast, Northern Ireland). Rely solely on the WELCH readings and no other outside sources. Precious points will be awarded to essays boasting an insightful title. (Use citation style contained in the book Escape to Prison.) DEADLINE TUESDAY, 7 APRIL

SECOND CRITIQUE (50 points, SIX PAGES TOTAL) Please view the entire documentary FREE ANGELA (DAVIS) AND ALL POLITICAL PRISONERS on the internet see trailer (https://www.imdb.com/video/vi4184647961?playlistId=tt2350432&ref_=tt_ov_vi) Discuss several themes of ACTIVISM and RESISTANCE shared by the Black Panthers (as well as Angela Davis) and political prisoners in Northern Ireland, South Africa, and the Southern Cone of Latin America. Your critique should be SIX pages (single-spaced, 12 pitch). Again, precious points reserved for insightful titles. (Use citation style contained in the book Escape to Prison.) DEADLINE THURSDAY, 30 APRIL

There are NO extra-credit assignments.

Final Grades:

90 - 100% A
87 - 89% B+
80 - 86% B
77 - 79% C+
70 - 76% C
60 - 69% D
00 - 59% F

ABSENTEE POLICY (for all courses taught by Professor Welch): A total of six absences (any combination of excused and unexcused) results in a FULL GRADE reduction (e.g., C falls to D).

MISSING CLASS? In the very unlikely event that you miss class. Do NOT email Professor Welch. Instead, have a classmate take notes for you - cheers!

TRIGGER ALERT: All courses taught by Professor Welch have a MAXIMUM trigger alert (e.g., graphic analysis of torture, especially at the hands of government operatives).

Nota Bene: Photographing, Video, or Tape recording are strictly prohibited, as well as note taking for commercial purposes.

IS THIS COURSE RIGHT FOR ME?

Students often enroll in a class without the benefit of knowing much about the course, the professor, and what is expected of them. In deciding whether this course suits your personal needs, interests, and lifestyle, the following checklist may be of assistance. Should you have difficulty with any of these items, this course is probably not suited for you.

  1. Attendance and punctuality
  2. Rigorous reading assignments and challenging exams
  3. Being aware of current events and the world around you
  4. Tolerance for the ideas and opinions of others
  5. Remaining attentive and riveted to each lecture
  6. Abstract thinking and critical thought
  7. True and amazing stories

Program in Criminal Justice, Rutgers, The State University of New Jersey, March 2008

Learning Goals: A Statement of Principles

The Program Committee for the Program in Criminal Justice at Rutgers University in New Brunswick has adopted a series of learning goals for students who complete the major. These goals represent the consensus of the faculty regarding the concepts a student should grasp and the skills a student should acquire in the course of completing the major. These goals guide the choices faculty make about the structure of the curriculum and the requirements for our majors. Moreover, they guide faculty and instructors preparing course material and teaching courses.

The Program in Criminal Justice will provide students with a rich understanding of crime and criminal justice in the United States and abroad through an interdisciplinary approach that blends a strong liberal arts educational experience with pre-professional instruction in the field of criminal justice. Graduates of the program will be well-informed citizens on the topic of crime and justice, and qualified for graduate study or for employment as practitioners in a variety of legal, policymaking, and law enforcement fields.

Criminal justice majors graduating from a research university should be able to use critical thinking, factual inquiry, and the scientific approach to solve problems related to individual and group behavior. In addition, students should have an understanding of the legal, political and policymaking processes that affect criminal justice systems in the United States and elsewhere in the world. Finally, students should be familiar with the institutional structures and latest developments in the field in order to engage in meaningful debate about current public policy issues.

Learning Goals for Criminal Justice Majors

Competence:

Theory. Students who complete the major in criminal justice should understand and be able to articulate, both orally and in writing, the core theoretical concepts that form the foundation of analysis and research in criminology and criminal justice today. Core concepts are derived from explanations of crime from a variety of perspectives, including biogenic, psychological, and sociological approaches. There are myriad theories of crime that are informed by these perspectives, including, classical, control, critical, ecology, labeling, learning, strain, and trait-based approaches. Theoretical literacy should extend to multicultural and international understanding.

Institutions. Students who complete the major in criminal justice should understand the special role of three types of institutions: Police, Corrections, and Courts. In addition, students should know how institutional forms vary across jurisdictions and how these institutions interact with and influence each other.

Research Methods. Students who complete the criminal justice major should be familiar with the tools, techniques, and data sources necessary for empirical analysis. Students should understand the various ways that empirical analysis is used in the scientific approach: for description, for developing, and for testing theories. They should be able to analyze data using computer applications and should be familiar with basic statistical techniques and regression analysis. They should be able to read and assess research from a wide range of sources, including general interest, academic, and government publications.

Critical Thinking: Upon completion of the major students should be able to apply their understanding of core concepts and quantitative tools to analyze and research real world problems, and evaluate alternative policy proposals on a range of criminal justice issues, from micro-level analyses relevant to particular cases to management concerns to macro-level analyses of legislative and other broad-scale policies. Accomplishment of this goal will require that students can apply their literacy and numeracy skills to different institutional structures, within the U.S. and across countries.

Scholarship: Qualified majors should have an opportunity through such avenues as advanced coursework, internships, and faculty interactions to conduct independent research on matters of central relevance to the field of criminal justice.