Political Science Pedagogy

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.

This book provides a resource for political science faculty wanting to increase their research productivity and/or teaching effectiveness in a time and resource efficient way. Faculty from various subfields and institution types offer examples of how they align their research and teaching activities to “get more bang for their buck.” While some contributors discuss projects within the Scholarship of Teaching and Learning (SoTL) research tradition, others go beyond this approach and integrate their teaching and research in other ways. As a result, this volume offers diverse, innovative, and practical ways faculty can leverage the teaching/scholarship connection to both improve scholarly productivity and ground political science instruction in pedagogical literature.

This pioneering volume is devoted to the analysis of education from the perspective of political science, applying the full range of the discipline’s analytical perspectives and methodological tools. The contributions demonstrate how education policy can be explored systematically from a variety of political science perspectives: comparative politics, public policy analysis and public administration, international relations, and political theory. By applying a governance perspective on education policy, the authors explore the changing institutional settings, new actors’ constellations, horizontal modes of interaction and public-private regulatory mechanisms with respect to the role of the state in this policy field. The volume deals with questions that are not merely concerned with the content or outcomes of education, but it explicitly takes a political science view on how education politics work. Including country case studies from the Americas and across Europe, institutional analyses of education policy in the EU and the WTO/GATS as well as normative reflections on the topic, the volume provides a grand overview on the diversity of issues in education policy. Dealing with a so far neglected field of policy, this book provides a comprehensive and accessible analysis of a rapidly changing topic. Education in Political Science will be of interest to scholars and students of political science, education, sociology and economics.

By 2020, half of the world's population and most university students will have a supercomputer in their pockets. This revolution will affect the way students respond to higher education. The university classroom must henceforth engage students, and the classic lecture format alone might not be enough to do so. This book answers the question how university students can learn in the classroom what they cannot learn in any other way. The answer is inspired by options that are not available to political scientists - in the way that they are in the laboratories for the sciences, in the performances for the live arts, and in the studios for visual arts - as well as ideas that are already present, but not widespread in the discipline: problem-solving and case studies, as in the professional schools, and simulation exercises in many other disciplines. This book proposes therefore an active pedagogy for political science, at a time when active pedagogy is more important than ever. Prof. Laure Paquette, PhD, has been a visiting researcher or professor in 23 countries. She has advised several foreign governments as well as her own, Canada, and has published extensively in four languages. This is her sixteenth book.

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.

Teaching Research Methods in Political Science brings together experienced instructors to offer a range of perspectives on how to teach courses in political science. It focuses on numerous topics, including identifying good research questions, measuring key concepts, writing literature reviews and developing information literacy skills.

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty

Provides educators with practical strategies, tools, and techniques for teaching critical reading skills to students in the social and natural sciences. Strong critical reading skills are an essential part of any student’s academic success. Teaching these vital skills requires educators to develop and implement effective teaching strategies, often based on their own critical reading practices. Critical Reading Across the Curriculum, Volume 2: Social and Natural Sciences provides educators with expert insights, real-world methods, and proven strategies to build critical reading skills in students across disciplines. Drawing from the experience of seasoned classroom practitioners, this book presents a dozen essays that offer various applications of critical reading best practices in fields such as anthropology, biology, economics, engineering, political science, and sociology. Clear, jargon-free chapters identify, explain, and illustrate best teaching practices for critical reading. Containing numerous practical examples and demonstrations, essays written by experts in their respective fields explain what critical reading requires for their discipline, as well as how to teach those skills in the classroom. Every essay includes a host of pedagogical activities, assignments, and projects that can be used directly or adapted for diverse teaching applications. This valuable book helps educators: Develop the skills students need to ask the right questions, consider sources, assess evidence, evaluate arguments, and reason critically Encourage students to practice critical reading skills with engaging exercises and activities Teach students to establish context and identify contextual connections Explain how to read for arguments, including content-based and conceptual arguments Adapt and apply teaching strategies to various curricula and disciplines Critical Reading Across the Curriculum, Volume 2: Social and Natural Sciences is an ideal resource for educators in a wide range of areas, such as college and high school instructors in science and social science disciplines and instructors of graduate education courses.