Nation,national remembrance,and education – Polish schools as factories of nationalism and prejudice

This article describes and attempts to explain the reasons for the conservative and nationalist character of Polish schools. The author uses data from surveys, analyzes political programs, postulates concerning education put forward by conservatives, and quotes poems emphasizing national identity from textbooks used at schools to teach reading skills. According to the author, it can be observed that nationalists build an atmosphere of aversion to immigrants, which affects racism in the school hallways. The article also presents the phenomenon of so-called school chambers of national remembrance, which are part of patriotic rituals practiced by Polish society. The author emphasizes that nationalism is the basis for changes in history programs of study, which are part of the educational reform implemented by the Law and Justice (Prawo i Sprawiedliwo?? – PiS) government. The cultural soft power, which is used to make reality more “national,” complements the administrative and political hard power of the PiS party – both tools are used to create an authoritarian-nationalist vision of social order.     

Teaching Negotiations in the New Millennium: Evidence‐Based Recommendations for Online Course Delivery

Traditional methods for teaching negotiation have required both instructor and student to be physically present in the same location. With the advent of the Internet and associated technological advances, however, instructors may now transcend geographical barriers and effectively deliver the same content virtually. In this article, we present an exploratory study comparing two masters‐level negotiation courses: one taught using a traditional in‐person method and the other taught online. Results showed no significant difference in knowledge acquisition as quantified by objective measures, including mean grades. In addition, self‐report data indicate that, although students' skill and mastery of negotiation improved in both courses, online students reported that they experienced less interaction and social engagement with their classmates and instructor. Several course development strategies and best practices are discussed.     

The Narrative History of the Chocolate Wars: A Short and Tasty Bargaining Game

ABSTRACT

This single lesson classroom game is designed to test student knowledge of Realist and Liberal concepts through an imbalanced resource bargaining mechanic. The game is designed for approximately 20 students divided into state teams of three to four students each and uses chocolate to represent the state teams’ economic capacity, military capability, and human security. Each state team had competing goals, over which they must cooperate or conflict for additional pieces. This game also uses an abstract design to maximize active learning through a short course of play while also making the game useful for testing concepts at any point in an International Relations course. In addition to offering a complete yet easily modifiable game for classroom use, this article also describes the game’s pedagogical contribution to the discipline, game design notes, and techniques for preventing students from stuffing their faces with game pieces.     

Teaching Race and Crime

Abstract

This paper examines the experiences of a select group of faculty (N = 37) from across the country who teach courses related to race and crime. Using survey methodology, the researchers solicited the faculty members' views on the course as well as their experience in teaching the course. The research was also designed to determine the receptivity of students to the course, as well as the nature of the evaluation scores of instructors who teach these courses. Most instructors reported having had a good teaching experience and felt the course should be required. Respondents also indicated that their teaching evaluation scores for race and crime courses were generally in line with their scores for other courses. The research found very minimal differences between the teaching evaluation scores of white and nonwhite race and crime instructors. Students were perceived to be generally enthusiastic about taking this course.     

Semiotic technologies: a case study of discipline-based practices and pedagogy

This paper examines semiotic technologies, both in terms of the resources they harness and the practices developed around their use. It draws on data collected as part of an ethnographic investigation into the meaning-making practices deployed within civil engineering study. The data is used as a case study for examining semiotic technologies as socially situated resources for disciplinary practices. Using a multimodal social semiotic approach, we argue that technologies are not self-evident, and that their use constitutes specific social practices that require development in the classroom. In order to deploy technologies in pedagogically effective ways, we need to understand the semiotic resources they draw on (including embodied resources). Awareness that technologies are not neutral or value-free, but are socially situated and ideologically laden, may enable meta-level understanding of the discipline, thus creating the possibility for improved pedagogical practices.     

NO MORE CASEBOOKS: USING SIMULATION‐BASED LEARNING TO EDUCATE FUTURE FAMILY LAW PRACTITIONERS

Teaching family law using the traditional casebook method provides students with marginal knowledge and skills. To practice family law, one needs to know how to interview and counsel clients, negotiate with opposing counsel, file pleadings and supporting documents, draft agreements, and understand tax consequences. Moreover, ethical issues abound in the practice of family law, such as confidentiality, conflict of interest, and fee arrangements. Critics of traditional pedagogies in legal academia have included the MacCrate Report, the Carnegie Report, and Best Practices for Legal Education. The Family Law Education Reform Project has focused its attention on the failure of law schools to keep pace with the ever‐evolving nature and requirements of family law practice. This article offers one answer to those who seek to educate law students in a manner that will better prepare them for the practice of family law. The author, who is the director of Vermont Law School's General Practice Program, describes a family law course she has developed and taught for many years. The course is taught in an integrative fashion, and includes substantive law, practice skills, and ethical and professionalism issues. She offers the course as a response and antidote to the ongoing criticisms of tradition a methods of teaching law.     

美国多元文化教育的理论困境与转向

20世纪90年代以来,在全球化与全球化教育、新保守主义和新自由主义等思潮的冲击下,美国的多元文化教育理论进入反思和深化阶段,并且开始从"民族国家多元文化教育"向"全球社会多元文化教育"转向,在新的发展路径中,多元文化教育仍然面临着如何调适国家、民族利益与全世界共同利益,以及文化诉求、经济诉求与政治诉求的复杂关系。     

任务驱动教学法在商法教学中的应用

以高等职业学院法律事务专业"商法"课程为例,探讨任务驱动教学法在商法课程教学中的应用。任务驱动教学法注重知识的运用和学法的指导,强调"做中学"的理念和教学中的师生互动,是一种以学生为本位的有利于学生全面发展的教学模式。     

Child Maltreatment and the Acquisition of Identity Capital: A Retrospective Exploration of a Transformative Social Justice Experience

Abstract

The purpose of this qualitative research study was to explore whether secondary classes foster the acquisition of certain agentic capacities for formerly maltreated adolescents. We utilized the identity capital model (ICM) to explore the identity capital acquired by a socioeconomically diverse group of 40 Black former students in a mandatory, high school transformative social justice (TSJ) class. All participants disclosed some form of child maltreatment. The most prominent IC acquired for all participants included purpose, social perspective taking, moral-ethical reasoning, and resilience. Implications are discussed.