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.     

Community Sustainability and Land Use

Books reviewed:
Timothy Beatley, Green Urbanism: Learning from European Cities
Amer El-Ahraf, Mohammad Qayoumi and Ron Dowd, The Impact of Public Policy on Environmental Quality and Health: The Case of Land Use Management and Planning
Daniel A. Mazmanian and Michael E. Kraft, (eds.) Toward Sustainable Communities: Transition and Transformations in Environmental Policy
Kee Warner and Harvey Molotch, Building Rules: How Local Rules Shape Community Environments and Economies