Black lives matter and sociology

You are to answer both questions

Each Question Is Worth 25 Points

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10 – 15 Pages

BLM: (Links to an external site.)

2) Background: #Blacklivesmatter argues that police involvement in the pride parade/march creates an unsafe atmosphere for some communities who have, historically and currently, been victims of anti-Black and anti-LGBTQ police brutality, impunity and use of deadly force. They also hold the view that policing has always served the needs of colonialism, racism and capitalism by relentlessly protecting the state and private property.

Question: What is the political utility of #Blacklivesmatter Toronto & Montreal: (a) holding up Toronto’s & Montreal gay pride parades and (b) asking the Toronto & Montreal gay pride committees to ban police floats from future gay pride parades as a “show of solidarity”? Is this inimical to racial justice, rights, liberty, police reform, and police relations with Black and LGBTQ communities? What is the relationship between BLM LGBTQ social movements, state violence, and political development and social policy in Canada?

Formatting Paper

Abstracts Are Mandatory

All essays must have an abstract. Preparing abstracts will help you develop your topic, theoretical framework and clarify your road map.

The paper must adhere to the following format: APA style with an abstract for evaluation. Times New Roman 12pt type, double spaced, 1” margins all around, length ten-15 (10-15) pages (feel free to go longer). Please number your pages, staple your work, include your legal name, course title, code, student number and professor’s name. NB! No work will be accepted if it is not stapled—it reflects poorly on you.

Essay submission format: abstract and cover page not counted in your 10-15 pages; one journal article to be submitted along with your essay not counted; references not counted; page numbering; no website citation; academic texts and journal articles only.

Attach the journal article to your final paper when submitting. Failure to submit your journal article along with your final paper will result in an automatic 10-point deduction.

I will accept only original work. Papers must be written specifically for my class and cannot be papers that were used in other classes or that will be submitted to another instructor.

I will not and I do not accept email attachment essays, faxed essays, and any form of hand-written work, without proper University approval.

Race/Class/Gender Analysis—Known as Intersectional Analysis: Mandatory in All Essays

All essays are to employ a race, class and gender analysis—this is known as intersectionality. You will be encouraged to analyze the social, economic, and cultural dimensions of racial (in)justice in diverse contexts within frameworks that recognize the salience of social identities, including but not limited to class, race, ethnicity, gender, sexuality and ability.

A race/class/gender analysis is also known as Intersectionality; it is another way or methodology for studying the “relationships among multiple dimensions and modalities of social relationships and subject formations” (McCall 2005). Intersectionality holds that the classical conceptualizations of oppression (Links to an external site.) within society (Links to an external site.), such as racism (Links to an external site.), sexism (Links to an external site.), homophobia (Links to an external site.), and religion-based bigotry (Links to an external site.), do not act independently of one another; instead, these forms of oppression interrelate, or are tied/connected to each other, creating a system or facets of oppression that reflects the “intersection” of multiple forms of discrimination (Links to an external site.).

For more on intersectionality please read:

(1) Andersen, M. L., & Collins, P. H. (Eds.). (1997). Race, class, and gender: An anthology (3rd ed.). Belmont, CA: Wadsworth Publishing Company.
(2) Andersen, M. L. (1993). Thinking about women: Sociological perspectives on sex and gender (3rd ed.). New York, NY: Macmillian Publishing Company.

(3) Cho, S., Crenshaw, K. W., & McCall, L. (2013). Intersectionality: Theorizing Power, Empowering Theory, 38(4). (Links to an external site.) Stable URL: (Links to an external site.).

Any person whose work falls under the late essay category will automatically lose (10) ten points for being late and ten (10) points per day thereafter, if no legal University extension was granted. Essays dropped off in the Faculty of Social Science & Humanities essay drop box will be stamped, dated and time logged for record purposes, and all students must have two copies of their work, should one get misplaced by me or the support staff in the Faculty of Social Science and Humanities. Essays will not be penalized if dropped off early in the Faculty of School of Social Science and Humanities.

Essay Submission Checkpoints:

10-15 pages maximum, employing a race, class and gender analysis, your submission must include: (1) abstract, (2) 1 journal article used and attached to final paper, course books cited from course readings, double-spaced, excluding bibliography and cover/title page.

Minimum accepted length of all essays is ten (10) written pages, excluding bibliography, abstract, and cover/title page. Any essay not adhering to the minimum required length will be penalized by 10 points per page missing, no exceptions to the rule.

The Outline For Your Essays

You must include the eight (8) sections/parts/subheadings, think of it as your academic GPS

1) Title (Cover page) page: 1

· Title of your paper

· Your Banner ID Number (e.g., 100123456).

· Institutional Affiliation

· Student legal name

2) Abstract: page 2

· In 100 words or less, provide a brief summary of what your paper is about. In 100 words or less, provide a brief summary of what your paper is about.

An abstract is a excerpted passage, brief, summary or short statement that describes your paper. It contains for example but not exclusive the theoretical framework, scope, purpose, methodology, results, and contents of the work.

3) Introduction: page3

· Define the problem, its nature, scope, extent and importance

· Define the terms, theories, concepts to be used and why

· State how you plan to add new knowledge to the given topic

4) Literature Review. This is another subheading or section

· Discuss the work of prior researchers. This means summarizing the work that others have done (of course, you may have to read additional literature that precedes 2000 to become familiar with the activists, theoretical and scholarly debate in the literature) and find a way to discuss the existing works thematically, conceptually, or methodologically.

· How is prior work or theorists relevant to your current literature review?

· Provide a synthesis and criticism of existing works (theoretical, conceptual, operational, methodological, and analytical).

· What shortcomings (policy, law, procedures) and deficiencies exist in prior works? It is not sufficient to simply inform the reader about the previous works. In other words are the weakness or gaps in the authors’ arguments and line of thought.

· A literature review is a way improving and building upon the work of other scholars. We are in the business of modifying the wheel, not reinventing it.

· What remedies can you recommend to improve the existing state of knowledge?

5) Data Methods. This is another subheading or section

· For empirical projects, where did you acquire the data?

· How are you planning to analyze the data?

· Are there limitations associated with the use of this data and method of analysis?

· This section is NOT necessary if you are writing a theoretical/conceptual /policy/review paper

6) Claims/results/findings. This is another subheading or section

· What are your main findings/claims/arguments?

· What arguments are you making?

· What evidence are you providing in support of your argument and claim?

· Findings should be presented in thematic categories

7) General discussion and conclusion. This is another subheading or section

· Does your finding/argument contravene or contradict the findings of prior research?

· Does your finding support the current knowledge about a given topic?

· Discuss the implications of your work for researchers and policymakers

· Discuss the limitations of your own work

· Discuss what future policy research you would recommend

8) References. This is on a separate page at the end of your paper, under the subheading references.

· Use APA format: Please refer to the examples in the Concise Guide to APA Style, Seventh Edition, which is adapted by the American Psychological Association (APA) from its Publication Manual of the American Psychological Association, Seventh Edition. (Links to an external site.)

How Completed Essays/Papers will be Graded:

A+: Exemplary work. Your paper provides a solid theoretical interrogation and understanding of Black Lives Matter (BLM) employing a critical race intersectional analysis on race, gender and class, for example, but not limited. Your paper provides thoughtful analyses, engaging perspectives and comprehensive cross-cultural comparisons. You have demonstrated a scholarly mastery of the material through an insightful thesis. Your writing is graceful and is free of technical writing errors (sentence structure, word choice) and fundamental writing errors (spelling, grammatical, typographical errors). You smoothly transition from one idea to the next, formulating a persuasive argument. You are articulating novel ideas and interpretations of the material, from refereed journals and BLM scholars. The paper follows prescribed APA formatting. This is a piece of work that could be published.

A Grade: The paper has an abstract, is well-organized, clear and logical. The paper follows prescribed formatting. It includes an introduction that describes the paper’s purpose and how that purpose will be fulfilled, a body of the paper that carries out the articulated plan from the introduction and a conclusion that summarizes the paper’s findings. It employs excellent grammar and spelling. It adheres to APA or any academic style guidelines. It includes excellent referencing. It uses a wide variety of verifiable, legitimate research sources including but not limited to: newspapers and magazines, one (1) refereed journal article, three (2) course book cited, (3) interviews and research reports. Critical thinking, creative, thoughtful analysis, and persuasion of argument are employed, where a claim/ argument is stated and explanation provided as to why it is controversial. Clear and accurate reasons are provided in support of the claim/argument. There is a discussion of reasons against the claim/argument and an explanation of why the argument remains valid. Writing has a compelling opening, an informative middle, and a satisfying conclusion. Personal engagement with the material shows that the writer cares about the argument. The paper follows prescribed APA formatting. This is a piece of work that has the potential to be published, with editing suggestions

B Grade: The paper has moderate deficits in 2 of the above-referenced areas or a major deficit in 1 area. There are a few errors to fix, but general use of correct conventions. The sentences are well-constructed; the essay “marches” along but it doesn’t “dance” off topic too much; yet it is interesting to read. Some fine and some routine word choices are present, not from your electronic chats (LOL, OMG, etc.). A claim/argument is made, but no explanation made as to why it is controversial. Reasons are provided in support of the claim/argument, but important reasons are overlooked. Reasons against the claim/argument are discussed, but some are neglected; there is no explanation as to why the claim/argument still stands. The writing has a beginning, middle and end. The tone of writing gets the message across, but could have been written by anyone. The use of course material/articles helps arguments and examples, but demonstrates basic familiarity with course materials. There is identification of the key arguments in the course material and some attempts to articulate BLM and critical race theorists, with an ok/good conclusion.

C Grade: The paper has moderate deficits in 3 of the above-referenced areas or major deficits in 2 areas. The composition of the papers has enough errors to distract and discourage the reader from reading your paper and question (what did you not get while the course was in progress?). Sentences are often awkward, run-ons, or fragments. Words used are often common. Writing could use some “colour.” Your critical thinking, claim/argument is buried, confused, and/or unclear. A few weak reasons are provided that don’t support the claim/argument, or are irrelevant or confusing. It may mention that there are reasons against the claim/argument, but the reasons not discussed. The organization is rough but workable. The paper sometimes goes off topic. The writing is too formal; there’s no hint of personal engagement. The use of course materials in your arguments and examples demonstrate some familiarity with course materials. There is a recognition of arguments in the course material, but difficulty in distinguishing between dominant and supporting arguments; youth cultures analysis is not thought out; the conclusion is blurry and confusing.

D Grade: The paper has moderate deficits in 4 of the above-referenced areas or major deficits in 3 areas.

F Grade: The paper has moderate deficits in 5 or more of the above-referenced areas or major deficits in 4 or more areas.

It is expected that the paper be presented in a well-organized fashion. Papers will be graded for style, organization, adherence to the guidelines mentioned above, and spelling in addition to content and insightfulness.

Finally, a good essay is like a road map. The introduction is a road map for the reader/professor/TA. A reader should be able to read the introduction to see if they want to take the trip/journey at all, and if so what they should expect along the way. Secondly, writing is a process that requires revision: revise, revise, and revise!!! Revision is far more than editing; by definition, it is rethinking—strong expository writing is preceded by active, critical READING.

Turnitin: Students are asked to submit their final papers to Turnitin through Dashboard. Turnitin is an anti-plagiarism software that compares assignments against a database of student papers, publications, and online resources. It provides a report highlighting similarities in their text to texts in the database that students can use to improve their paraphrasing, citations, and use of quotations. Students should aim for a similarity index of no greater than 10 points. Students will have an opportunity to submit their paper to Turnitin prior to the paper deadline so you can see your similarity report and make any necessary adjustments. Be aware that Turnitin requires students wait 24 hours between submissions so if you want to check your work prior to submission be sure to do so at least 24 hours prior to the due date so that you can resubmit on time if necessary.

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