Encountering China: Contexts and Methods for Teaching Chinese Politics in American Classrooms

This article explores the use of student-centered learning activities when teaching Chinese politics in American college classrooms and discusses the importance of context in those activities. In particular, the article explores how classroom context, including student identities, and student exposure to diverse, often conflicting ??political identities?? in course material emerge during different ??encounters????a Cultural Revolution poster exhibition, a simulation about the Three Gorges Dam, a Cultural Revolution role-play, and a problem-solving session involving factory workers. The article argues that encounters, which encompass in-class activities, such as problem solving, simulations, and role-play, enhance student engagement with course material, improve student retention of historical and contemporary political knowledge, and encourage critical thinking and peer collaboration in a student-centered learning environment. The article concludes that learner-centered teaching is significant because as the world becomes more complex, the knowledge and skills acquired through student-centered activities in politics classes are highly relevant for the future of self-organization, social interactions, and institution building.     

Beyond Polls: Using Science and Student Data to Stimulate Learning

In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies — experiments, simulations, etc. — that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to support learning. The “data-driven classroom” is one in which original student data are collected via survey at the beginning of the course and the results presented throughout the term. Examples and case studies across multiple courses and classroom settings are used to illustrate how the method may be applied in practice. Feedback from student assessment surveys reveals strong support for the method, even among nonmajors. The article concludes with recommendations for instructors interested in creating more data-driven classrooms.     

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the early transition from “novice” to “advanced beginner” in a learning process, where the student begins to leave behind rational rules in favor of an own situational experience. However, currently available IR simulations for teaching purposes are often high-cost/high-tech and especially time-intensive: if they do not require custom-made software packages with difficult interfaces and expensive licensing fees, they are often targeted at course-long or at least day-long activities that demand extensive preparation of both teachers and students, with book-length manuals, intricate rules, integrated assessment tools, and specific secondary literature, and conventionally target more experienced students. This article explains how teachers can create an easily accessible and class-long (50 minutes) interactive experience for undergraduate IR students to encourage theoretical linkage with own in-class experience at a very low cost. We do this by employing PowerPoint, specifically in-built features such as hyperlinks, interactive pathways, or audio or video integration that can be used interactively rather than passively (as in a standard presentation).     

Teaching Chinese Politics: Microblogging and Student Engagement

This article reflects on some of the issues involved in teaching Chinese politics in the west and assesses the rationale for incorporating technology into teaching. The article specifically addresses the potential benefits of using microblogging (Twitter and Weibo) as a supplementary teaching tool in Chinese politics classes. The article argues that microblogging has benefits in terms of helping students develop professional networks, extending contact hours without placing an onerous burden on instructors, contributing to the construction of a supportive and collaborative learning environment and demystifying China for non-Chinese majors. Furthermore, in classes where students possess Chinese language skills, China??s domestic Weibo provide a fascinating window onto social and political issues as they are experienced contemporaneously by Chinese netizens. An assessment of the potential uses of microblogging is timely as the learning preferences of current and future cohorts change and commercial and pedagogical imperatives increasingly impel university teachers to consider the effectiveness of their teaching methods.     

Contextualising the Teaching of Statistics in Political Science

The teaching of quantitative research methods is an integral part of most postgraduate programmes in politics, but less common at undergraduate level. This article explores the extent to which research methods in general, and quantitative research methods in particular, form part of the curricula of Politics departments in the UK. We then discuss an approach for motivating interest in a subject that tends to be unpopular with many students. We recommend an approach that utilises the links between the general quantification of politics with the quantitative study of political phenomena, as well as a combination of basic research methods for all and more advanced student-focused training for some.     

Making Short Politics Placements Work

Short placements can provide an important and meaningful experience of politics in action for students who are unable to benefit from the generally lengthy placements currently on offer. This article is based on the findings of the three-year HEFCE-funded project The Scholarship of Engagement for Politics and explores the potential of short, local, research-based placements, which are embedded in modules, supported by online journaling and effectively assessed, to enrich students' understanding of politics and enhance their employability.     

Political Philosophy and Empowering Citizens

This paper defends the idea of empowering citizens by means of teaching them political philosophy. First, I explain and define empowerment as an experience leading to the development of critical and philosophical capabilities. Several challenges to using philosophy to empower citizens are then discussed and rejected. This group of challenges is called the 'divorce theory', because, according to them, philosophy and politics should be distinguished, as if divorced from each other, so that they can live happily side by side, but not together. Finally, empowerment is normatively defended and distinguished from paternalism, and examine the relationships between empowerment through political philosophy and deliberative democracy.     

The Decision Not to Furl the Confederate Flag in My Classroom

Over the last year and a half, a number of scholars, pundits, and journalists have criticized college campuses for coddling students by constructing environments that protect them from offensive opinions and evidence that disconfirms their prior attitudes. In this article, I suggest two pedagogical techniques that can help students encounter and digest evidence that may go against their preconceived worldviews and opinions: teaching rational versus irrational thought and quantitative research design and critique. Guiding undergraduates through empirical studies on sensitive topics and encouraging them to critique their findings in a rational, academic manner can help ease them into more reasoned and less reactionary discourse about race, gender, religion, politics, and any other controversial topic in today’s contentious climate. I use my own experience teaching students research design in the months following a race-related murder to illustrate the effectiveness of this method in an extreme circumstance.     

Modelling Online Innovation Among IR and Politics Lecturers

This article discusses the use of collaborative online technology in the teaching of international relations and politics. Using a case study from Australia, it finds low levels of online innovation in these discipline areas that correlate with broader examinations of technology use in higher education teaching. Themes of time poverty, technical competence, and lack of career reward are frequently cited as barriers to trying new approaches. The data indicate that at present the most common outcome of any aspiration for IR/politics staff considering innovation is that the effort required to incorporate collaborative online learning is not repaid. These findings are meaningful, since the current lack of innovation and the perceptions of staff regarding support for such approaches are at odds with the marketplace pressures staff and their institutions are under. Based upon the data collected and the wider literature on technology adoption, this article proposes a “Technology-Assisted Teaching Adoption Model” (TATAM) that attempts to encapsulate the innovation judgements made by academic staff and the steadily diminishing incentives they feel towards changing their online teaching methods.     

Reputation and Interstate Conflict

In international politics, states learn from the behavior of other nations, including the reputations states form through their actions in the international system. This article presents a model of how states process this information and examines how this learning affects international conflict. The model builds off of cognitive balance theory and foreign policy learning models and breaks new ground in its ability to provide a contextual assessment of reputation in world politics. The article then investigates whether a dyad is more likely to experience conflict if at least one state has a reputation for hostility. This hypothesis is tested empirically across all dyads in the international system from 1817 to 2000. The results indicate that states do engage in this learning behavior and that the information generated by extra-dyadic interaction of states has a significant bearing upon the likelihood of dyadic conflict .     

Personalizing solidarity? The role of self-tracking in health insurance pricing

Can data-driven innovations, working across an internet of connected things, personalize health insurance prices? The emergence of self-tracking technologies and their adoption and promotion in health insurance products has been characterized as a threat to solidaristic models of healthcare provision. If individual behaviour rather than group membership were to become the basis of risk assessment, the social, economic and political consequences would be far-reaching. It would disrupt the distributive, solidaristic character that is expressed within all health insurance schemes, even in those nominally designated as private or commercial. Personalized risk pricing is at odds with the infrastructures that presently define, regulate and deliver health insurance. Self-tracking can be readily imagined as an element in an ongoing bio-political redistribution of the burden of responsibility from the state to citizens but it is not clear that such a scenario could be delivered within existing individual private health insurance operational and regulatory infrastructures. In what can be gleaned from publicly available sources discussing pricing experience in the individual markets established by the Patient Protection and Affordable Care Act 2010 (ACA), widely known as ‘Obamacare’, it appears unlikely that it can provide the means to personalize price. Using the case of Oscar Health, a technology driven start-up trading in the ACA marketplaces, I explore the concepts, politics and infrastructures at work in health insurance markets.     

Designing long-term policy: rethinking transition management

Long-term policy is enjoying something of a come-back in connection with sustainable development. The current revival tries to avoid the pitfalls of an earlier generation of positivistic long-range planning and control approaches. Instead, this new generation of policy design emphasises reflexive governance concepts. These aim at inducing and navigating complex processes of socio-technical change by means of deliberation, probing and learning. A practical expression of this move that is attracting growing international attention amongst researchers and practitioners is the policy of ‘Transition Management’ (TM) in the Netherlands. This article takes stock of TM implementation experience to date and discusses the critical issues it raises for long-term policy design. The article provides a framework and synthesis for this Special Issue, which comprises articles that address a range of those issues in more depth. We highlight three critical issues: the politics of societal learning, contextual embedding of policy design and dynamics of the design process itself. This leads us to propose a view on policy design as a contested process of social innovation. Our conclusion considers implications for continued work on designing transition management in practice as well as the reflexive capacities of democratic politics.     

民办高职院校《应用写作》课程教学漫谈

本文从写作课程开设的现状出发,根据民办高职院校开设《应用写作》课程的实践体会,对该课程的教学方面提出一些浅见,同时结合学生学习分析得出一些学习方法。     

The politics-violence frontier

ABSTRACT

This article analyses how early twenty-first century political activists in Italy construct the frontier between politics and violence. It puts these constructions into the context of more conventionally theoretical accounts of violence and politics. Analysis of internet discourse published by left/anarchist bloggers and group members focusses on how activists criticize the conventional view that electoral politics is non-violent, and endorse the view that violence is politics’ main means. This means that the role of violence in oppositional politics then has to be negotiated. Discourse analysis shows how ideas of resistance, and anti-state force, are articulated in such a way as to draw distinctions between us and them, and their politics and ours. The article discusses the significance of these articulations of the politics-violence distinction for the construction of political agency, and for the justification of forms of political action, seeking to show that boundary work is fundamental to political agency.     

Self-directed work teams: Process with measurement

This article provides a group process for teaching an organizational theory class. The teaching strategy incorporates case teaching with a group simulation. After a discussion of the process, the article provides measurement criteria to evaluate the teaching exercise. Students generally viewed the project as a positive learning experience. However, there are risks inherent in teaching exercises involving groups and these are discussed.     

Teaching and Learning Politics: a Survey of Practices and Change in UK Universities

The paper presents the results of a survey of practices and change in respect of teaching and learning politics in UK universities for the period 1991/92–1994/95. It begins by contextualizing the survey; summarizing changes that occurred in higher education in the UK in the early 1990s and reviewing key strands in contemporary British literature on teaching and learning in higher education. Following a methods section, the findings of the survey are then presented. These suggest that, in 1994/95, UK politics departments were struggling to cope with increased student numbers and resource constraints whilst retaining a broadly traditionalist approach to teaching and learning. Implications of these findings are then considered in a short concluding discussion.     

Affective polarization in multiparty systems

Affective polarization captures the extent to which citizens feel sympathy towards partisan in-groups and antagonism towards partisan out-groups. This is comparatively easy to assess in two-party systems, but capturing the pattern of affect towards multiple parties is more complex in multiparty systems. This article first discusses these challenges and then presents different ways of measuring individual-level affective polarization using like-dislike scores, a widespread measure of party sympathy. Using data for 51 countries and 166 elections from five modules of the Comparative Study of Electoral Systems, I then show that affective polarization adds to existing concepts as a way of understanding political participation and democratic orientations. Studying affective polarization outside the US could therefore have important consequences for our understanding of citizen perceptions of politics as well as citizen behaviour, but we need the appropriate measures to do so.     

Teaching American Politics

This article examines some of the hurdles that confront teachers of American government and politics in the United Kingdom. It argues that whilst the problems associated with teaching American politics are hardly unique within the politics discipline, they do pose substantial challenges. In particular, confronting students' stereotypes and prejudices about the United States is a key task of a successful teaching programme. To do this, and to make the study of US politics an 'active' one, some suggestions are made as to how the standard 'textbook approach' can be supplemented and enhanced.     

Enhancing Delivery and Assessment: A Case Study in Module Redesign for Improved Transition Into Higher Education

Understanding student transition into higher education is an important aspect of module design, linking content, delivery, and assessment with a student’s prior educational experience and knowledge bases. However, reflections on how modules designed choices are, generally, not widely disseminated. Here, we document the reflections of a junior lecturer responsible for redesigning a Level-4 Political Systems module and analyze the intentions of change via a transition pedagogy perspective, presenting a program renewal that establishes connected curriculum as an enabling infrastructure for students to actively engage with learning. First-year experience is considered as a major impacting factor of a student’s subsequent success on a program of higher education and the diversification of student cohorts requires teaching staff to consider a wider number of intersectional factors that may impact on a student’s opportunity to succeed in their studies. With a focus on simulations and active-learning, by providing examples of the thinking behind the resultant activities and assessment realignment we hope to provide an example of how a transition approach to a first-year module can be explored.