Political science in France
In: A student's guide to European universities. Sociology, political science, geography and history., S. 163-178
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In: A student's guide to European universities. Sociology, political science, geography and history., S. 163-178
In: A student's guide to European universities. Sociology, political science, geography and history., S. 431-442
In: A student's guide to European universities. Sociology, political science, geography and history., S. 365-376
In: A student's guide to European universities. Sociology, political science, geography and history., S. 225-234
In: Politikwissenschaft in Europa, S. 128-144
In: A student's guide to European universities. Sociology, political science, geography and history., S. 301-309
Characterizing various approaches according to "elective affinities" shared in practice, considered is how historical institutionalism defines research agendas & develops explanations. Substantive agendas, temporal arguments (historical process), & attention to context & configuration characterize historical institutionalism; these aspects are detailed to identify distinctive core strategies & discern the advantages & limits of the approach relative to others employed in empirical political science. In conclusion, broad issues of empirical research method & strategies of knowledge cumulation are addressed. J. Zendejas
In: A student's guide to European universities. Sociology, political science, geography and history., S. 95-108
Discusses the value of field experimentation in political science. The key features of experiments are elaborated, demonstrating why well-conducted experiments are more persuasive arbiters of causality than comparable nonexperimental research. Issues arising in the design & analysis of experiments in the field & laboratory are addressed, scrutinizing literature featuring both types of investigation. Applications for field experimentation are considered before attending to the leading criticisms against experimentation centered on the inability to manipulate key political variables, cost & logistics, external & internal validity, generation of contradictory results, production of no clear-cut sense of causality in some cases, the capacity to narrow the scope of inquiry, & ethics. These criticisms are found wanting, & it is argued that randomized intervention into real-world settings should be a prominent methodology. J. Zendejas
In: Social sciences and modern states: national experiences and theoretical crossroads, S. 86-109
In: Politikwissenschaft in Europa, S. 3-36
In: Political science and science policy in an age of uncertainty, S. 259-285
In: Citizenship education. Theory - research - practice., S. 19-26
Much of the research on the relationship between schooling and the development of young citizens' national identities or patterns of civic engagement focuses on formal efforts by educational systems and states, such as official civic education policies and curriculum and teacher training programs, or on student outcomes in the form of civic knowledge. ... This chapter examines these processes from a slightly different angle, exploring how nationality can be shaped in schools outside of direct or intentional state efforts, and argues that the often unplanned actions of classroom teachers, which do not necessarily reflect official state policy or lesson plans, play a significant role in these processes. Specifically, this chapter reports on a case-study of vocational school teachers in Berlin, Germany, whose well-intentioned efforts to ward off a potentially virulent form of nationalism among their students took place in a context in which they perceived little official guidance for their efforts. (DIPF/orig.).
In: Gender and politics: the state of the discipline, S. 59-76
In: Gender and politics. The state of the discipline., S. 59-76
Die Autorin setzt sich in ihrem Beitrag mit den Bedingungen der feministischen Hochschulbildung in Afrika kritisch auseinander. Obwohl afrikanische Frauenforscherinnen versuchen, ihre eigenen indigenen theoretischen Modelle zu entwickeln, um die afrikanische Politik zu erklären, müssen sie bei diesem Bestreben mit Wissenschaftlern aus Europa und Nordamerika konkurrieren, die auf besser finanzierten und etablierteren Grundlagen ihre Forschungsarbeiten betreiben. Die feministischen Wissenschaftlerinnen in Afrika müssen darüber hinaus mit den von den Geberländern des Nordens geförderten Forschungsmitteln und mit einem vorwiegend männlich dominierten Wissenschaftsbetrieb kämpfen. Die Autorin stellt fest, dass sich die feministischen Studien an den Hochschulen in Afrika aus einer Kritik der "Women In Development" (WID) entwickelt haben, die sich aber eher mit den Symptomen als mit den Ursachen der Ungleichheit von Frauen beschäftigen. Die Gender Studies begannen außerhalb des Hochschulbereichs und werden hier gegenwärtig immer noch nicht voll akzeptiert. Dennoch erklären sich Feministinnen dazu bereit, Gender-Seminare zusätzlich zu ihren normalen Lehrveranstaltungen durchzuführen. Die Frauenrechtlerinnen haben darüber hinaus eine Vielzahl von nichtstaatlichen Organisationen gegründet, die eine wichtige Rolle bei der Vertiefung der Frauen- und Geschlechterforschung in Afrika spielen. (ICI).