John.Tiedemann Office hours: T 10–12; R: 4–6.

T 4:00–5:50 Email me to make an appointment.
376 Sturm Office: Academic Commons 380U Course blog:

• social justice 2030: the global struggle.....
In the fall and winter terms, we discussed the first two of the three most destructive forms of social
injustice identified by Martin Luther King: racism and poverty. The third form, according to King, is war.
This term, then, we’ll discuss not only war so-called but other, global forms of violent injustice, e.g., the
exploitation of migrant workers, the plight of refugees, and environmental injustice. We will connect
these discussions to discussions we’ve had earlier in the year. And we will discuss concepts and
strategies that social justice activists and organizers can use to take local action in these global
As you know, because this course is part of a Living and Learning Community, class doesn’t finish
when the bell rings: it carries over to the dorm, across campus, and with us into town. So all the work
that we undertake in class will contribute to our shared purpose as members of the Social Justice LLC:
to build a collaborative community of social justice activism and inquiry that engages critically and
creatively in the struggle for social justice across campus and beyond.

In addition to taking part in discussions and activities in and out of the classroom, students will (1)
continue to keep a learning journal; (2) lead class discussion in a small group; (3) take part in the all-
LLCs Presentations of Learning; (4) report in writing on their community work; and (5) write a final

I’m available to meet between 10 and 12 on Tuesdays and between 2 and 4 on Thursdays. It’s best
to make an appointment by emailing me at

• Goals
SJUS 2030 is the third of three courses taken by the students in the Social Justice LLC. The course has
three goals. First, by critically examining ideas, figures, and texts from the social justice tradition, and
particularly those associated with global social justice, students will continue to deepen their
understanding of the broad philosophical and historical context in which their own efforts on behalf
of social justice take shape. Second, students will continue learning about how to organize ourselves
as a community, one that embodies the social justice values we hold in common. Finally, by working
closely with their community partners, students will acquire hands-on experience as scholar-activists
in the field. This second course in the SJUS sequence, then, builds on the scholarly and activist
foundations we laid last quarter.

• Academic Expectations
The experience of taking part in the Social Justice LLC differs from more traditional classroom
experiences. Students have a good deal of autonomy in shaping their learning experiences and thus
have a high degree of responsibility for their individual work as well as for contributing to the learning
experience of the group. What’s more, the learning experience includes not only in-class work and
homework, but also other learning opportunities that the SJLLC sponsors, such as service
opportunities, guest speakers, retreats, and symposia. Finally, the work that students do in the
classroom is relevant to the work they do in the community outside it, and vice versa. In short, the
SJLLC learning experience isn’t a series of discrete tasks that you can tick off on a checklist. Rather, it
consists in collaborating with one another and with the wider community to create and sustain an
ongoing, open-ended process of active intellectual and social engagement.
That said, some of the expectations for this course can be stated in conventional academic terms: In
addition to class time, students can expect to devote four or more hours a week to reading, writing,
group work, and community work. In short, SJUS classes are designed to be every bit as intellectually
rigorous and rewarding as any other class on campus, and students are expected to take that work
as seriously as they do their work in, e.g., Honors Writing, advanced calculus, or organic chemistry,

• Civility, Tolerance, and Inclusive Excellence
The Social Justice LLC is committed to fostering a diverse learning community that is inclusive and
respectful. We encourage and appreciate expressions of different ideas, opinions, and beliefs, so
that conversations and interactions that could be potentially divisive instead turn into opportunities
for intellectual and personal growth. By respecting what others say and their right to say it, and
listening to each other carefully, openly, and empathetically, we all can further thoughtful and
enlightening dialogue.
Because our course relies heavily on interactions between all members of the LLC, we must all act in
a manner that not only respects but actively supports different positions, perspectives, experiences,
heritages, and gender, racial, ethnic, class, sexual, and other identities. And because we are a
community committed to social justice, we are particularly interested in hearing voices and learning
about ideas that emerge from marginalized groups.
Not only are the ideas we’ll discuss often controversial, but many of the historical events and
experiences we’ll discuss will be disturbing, even painful — especially for classmates who have
experienced similar kinds of injustice themselves. As members of a living and learning community, we
must never trivialize or dismiss those experiences; we must remain thoughtful, supportive, and caring.
All of this means that we strive to include one another fully in all of our interactions. We aim to use
inclusive language and to create room for everyone to participate. We aim always to listen to one
another, never to interrupt, and always to respond thoughtfully and respectfully. In sum, we are not
here to prove ourselves “right” and other classmates “wrong,” to show ourselves to be smart and
other classmates less so, or to attack one another. We’re all here to help all of us to learn and grow.
• Computers, etc.
To insure that we’re all fully present to the conversation and to one another, students will disconnect
from the internet during class unless otherwise instructed. So put away your laptop, phone, tablet,
etc., during class, and come ready with a good old-fashioned notebook and pen.
• Accommodations for Students with Disabilities
The Social Justice LLC will provide reasonable accommodations to every student who has a disability
that has been documented by The University of Denver Disability Services Program
( or 303.871.2455).
• Learning journal
During 8 of our 10 weeks together, you’ll post an entry in your learning journal. Journal entries are to
be shared by the start of class on the day they are due. You’ll receive 25 points for posting a
complete and manifestly thoughtful response to the prompt. (By “manifestly thoughtful” I mean clear,
coherent, and on topic.) You will receive 10 or fewer points if the entry is incomplete, superficial,
and/or appears to be hastily composed. You will receive no points should you fail to share the entry
when it is due. (You can submit up to two extra journal entries for additional credit, upon request. Ask
John for an a prompt.)
• Discussion leading
Small groups of students will lead discussion on the connections between the viewing or reading
we’ve done for the day and current issues in social justice.
• Presentations of Learning
On Thursday, May 18, we will present at an all-LLC Presentations of Learning event. The presentation
will be based on the work that the discussion-leading groups have done.
• Final Essay
At the end of the course, you will compose an essay of roughly 1,000 words, either reflecting on this
quarter’s theme or upon your volunteer work.
• Class Participation (inside the classroom)
You’ll receive up to 20 points for the day when you make meaningful contribution to the day’s
discussion. (By a “meaningful contribution” I mean a contribution that’s thoughtful and fully
elaborated, thus moving the conversation forward and contributing to our collective understanding
of the topic under discussion). You will receive no more than 10 points if you attend class without
contributing. Students will receive no points when they do not attend class, distract classmates by
conducting side conversations, fail to observe the “no internet” policy, or otherwise disengage from
class. Students will have 5 points deducted from the day’s participation if they are late to class.
GRADES (cont’d.)
• Class Participation (outside class)
Your participation in family dinners, service days, etc., is worth 25 points per event, up to 150 points.
You will be graded on your work with your community partner (worth 100 points) via the engagement
report you’ll turn in mid-term.
• Attendance Policy
As the participation policy indicates, there are no “excused” absences from class. If, for whatever
reason, you miss class, you will not receive credit for class discussion for that day. Likewise, there are
no “make-ups” for events that take place outside of class.
• Grade Calculation
Learning Journal: 200 points
In-class group presentation: 200 points
Presentations of Learning: 100 points
Final essay: 200 points
Participation in class: 200 points
Participation outside of class: 100 points
Community engagement: 100 points
TOTAL 1100 points

I’ll assign your course grade based on a 1,000-point scale. However, you can earn up to 1100 points.
This means that there are no “extra-credit” assignments. Rather, you can compensate for less strong
work in one area by doing exceptionally well in others. Here’s the scale I’ll use:
A 930-1000+ B+ 870-899 C+ 770-799 D+ 670-699 F 0–599
A- 900-929 B 830-869 C 730-769 D 630-669
B- 800-829 C- 700-729 D- 600-629

All readings and viewings will be made available via our blog or on DU CourseMedia.

T March 28 Introduction: Greg Constantine, “Nowhere People.”
T April 4 Please watch Phillipe Diaz, The End of Poverty? Think Again. (On the blog.)
T April 11 Please read The Report of the John Evans Study Committee. (On the blog.)
T April 18 Please watch Who Is Dayani Cristal? (Available to stream via Penrose.)
T April 25 Please watch Miki Mistrati, The Dark Side of Chocolate. (On the blog.)
T May 2 Please watch Richard Wold, A Requiem for Syrian Refugees. (Available to
stream via Penrose.)
Sat. May 6 – Downtown retreat!
Sun. May 7
T May 9 Please watch Michael Nash and Justin Hogan, Climate Refugees. (Available to
stream via Penrose.)
T May 16 Preparation for Presentations of Learning
R May 18 Presentations of Learning
T May 23 Global/Local Social Justice: A Colloquium and Family Dinner
T May 30 Final essay workshop