Pedagogy Is Politics

This Handbook addresses why political science programs teach the research process and how instructors come to teach these courses and develop their pedagogy. Contributors offer diverse perspectives on pedagogy, student audience, and the role of research in their curricula. Across four sections—information literacy, research design, research methods, and research writing—authors share personal reflections that showcase the evolution of their pedagogy. Each chapter offers best practices that can serve the wider community of teachers. Ultimately, this text focuses less on the technical substance of the research process and more on the experiences that have guided instructors’ philosophies and practices related to teaching it.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Introduction: defining the moment -- 1. Sleeping on the floor and other spaces: the importance of space and place to learning -- Note -- 2. Social change and the political academic: creating a place for research in social movements -- Grounding the theory -- Note -- 3. Political? Pedagogical? Philosophical?: putting the theory to work in conversation -- Note -- 4. Organic education from the ground up: stories from Occupy -- 5. Becoming organised: co-operatively organised education: stories from the Social Science Centre and higher education against neoliberalised consumerism: stories from Student as Producer -- The Social Science Centre -- 6. In the beginning Occupy created camps: thinking through the implications -- Story and experience -- Occupation -- Reclamation -- Conscientization -- Creating a dialogue between the pedagogies: finding the trajectory -- Thinking through education. -- Thinking through research -- The future of the academy, the community and change agents -- The escape from enclosure -- Final words of radical hope -- 7. Capturing future resistance in education -- References -- Index

Theory pedagogy politics : the crisis of "The Subject" in the humanities / Mas'ud Zavarzadeh and Donald Morton -- The subject of literary and the subject of cultural studies / Antony Easthope -- Post-structuralist feminist practice / Chris Weedon -- Resistance to sexual theory / Juliet Flower MacCannell -- Principle pleasures : obsessional pedagogies or (ac)counting from Irving Babbitt to Allan Bloom / Katherine Cummings -- Canonicity and theory : toward a post-structuralist pedagogy / R. Radhakrishnan -- The spirit hand : on the index of pedagogy and propaganda / Gregory L. Ulmer -- Radical pedagogy as cultural politics : beyond the discourse of critique and anti-utopianism / Henry A. Giroux and Peter L. McLaren -- Charisma and authority in literary study and theory study / Heather Murray -- Intellectual work and pedagogical circulation in English / Evan Watkins -- The university and revolutionary practice : a letter toward a Leninist pedagogy / Adam Katz.

"The essays in this collection offer a timely intervention in digital humanities scholarship, bringing together established and emerging scholars from a variety of humanities disciplines across the world. The first section offers views on the practical realities of teaching digital humanities at undergraduate and graduate levels, presenting case studies and snapshots of the authors' experiences alongside models for future courses and reflections on pedagogical successes and failures. The next section proposes strategies for teaching foundational digital humanities methods across a variety of scholarly disciplines, and the book concludes with wider debates about the place of digital humanities in the academy, from the field's cultural assumptions and social obligations to its political visions." (4e de couverture).

In this book Henry A. Giroux passionately argues that education and critical pedagogy are needed now more than ever to combat injustices in our society caused by fake news, toxic masculinity, racism, consumerism and white nationalism. At the heart of the book is the idea that pedagogy has the power to create narratives of desire, values, identity, and agency at time when these narratives are being manipulated to promote right wing populism and emerging global fascist politics. The book expands on the notion of the plague as not only a medical crisis but also a crisis of politics, ethics, education, and democracy itself. The chapters cover a range topics beginning with historical perspectives on fascism and moving on to issues of social atomization, depoliticization, neoliberal pedagogy, the scourge of staggering inequality, populism, and pandemic pedagogy. The book concludes with a call for educators to make education central to politics, develop a discourse of critique and possibility, reclaim the vision of a radical democracy, and embrace their role as powerful agents of change.

A diverse group of contributors, from the fields of education, psychology, philosophy and cultural studies, explore the social phenomenon of labeling. The authors question the nature of labeling, its contexts and processes, looking in particular at its prescriptive and confining effects. The assumption that labels are neutral and applied neutrally is rejected as the political nature of labeling is revealed. Topics discussed by the contributors include: *the politics of labeling *whiteness as a label for western cultural politics *labeling in institutions *popular culture and labeling *school communities and classrooms and the politics of labeling *labeling and race *sexual labelings *the impact of categorization on our children *labeling in the special education system *immigrants and limited English proficiency groups. Contributors include: Michael Apple, Peter McLaren, Cameron McCarthy and Maxine Greene.

The field of political science has not given sufficient attention to pedagogy. This book outlines why this is a problem and promotes a more reflective and self-critical form of political science pedagogy. To this end, the author examines innovative work on radical pedagogy such as critical race theory and feminist theory as well as more traditional perspectives on political science pedagogy. Bridging the divide between this research and scholarship on both teaching and learning opens the prospect of a critical, radical and utopian form of political science pedagogy. With chapters on Socrates, Frantz Fanon, Paulo Freire, Leo Strauss, Sheldon S. Wolin, e-learning, and a prison field trip, this book outlines a new path for political science pedagogy.