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"Political science is for everybody is the first intersectionality-mainstreamed textbook written for introductory political science courses. While political science and politics are for everybody, political institutions (and the discipline of political science) are neither neutral nor unbiased. When we write political science textbooks that obscure the differences in how groups experience and interact with political institutions, we do students a disservice. This book exposes students to these differences while also bringing marginalized voices to the fore in political science, allowing more students to see their lived experiences reflected in the pages of their political science textbook. Bringing together a diverse group of contributors, political science is for everybody teaches all the basics of political science while showing that representation matters--both in politics and in the political science classroom."--

Acknowledging that the political scientist wanting to explore Arkansas government and politics is often frustrated by the lack of sources and data, the author presents a wideranging guide to little known materials. There are a few general reference works, such as the Historical Report of the Secretary of State, and a half-dozen bibliographies and document listings. Numerous documents of more narrow focus are noted, available from various executive, legislative, and judicial offices as well as from university groups and historical societies. The author also offers a syllabus for a course in Arkansas politics, drawing upon a number of the sources cited and focusing on the dramatic change believed to have characterized Arkansas politics in recent years.

AT FIRST SIGHT ONE MIGHT BELIEVE THAT THE REPORT ON THE teaching of social sciences in the world prepared in 1951 by William Robson, at the invitation of UNESCO for the International Political Science Association, is still valid today in what it says about the situation in France. In fact, because of the strong traditions in the French universities, the teaching of and research in political science in France have not made the progress which had been hoped for, in spite of the continuing efforts of successive governments. Nevertheless, since the mid-1960s a major effort has been made. Some 40 chairs and nearly three times as many lectureships and assistant lectureships have been created and several large research centres have been set up, particularly in Paris where, alongside the venerable Fondation Nationale des Sciences Politiques, many teams have been established, notably at Paris I, Paris II and Paris X, comprising lawyears, sociologists and historians.

"This exciting new textbook provides a sophisticated examination of the Socratic method for teaching political science students in higher education. It shows how the Socratic method is employed in the Platonic dialogs, compares its transformative approach to other student-centered teaching philosophies, and addresses the challenges of adopting the Socratic method in the contemporary classroom.The book is divided into three sections that integrate these practical aspects on the Socratic method with the theoretical considerations of Socratic philosophy while also addressing contemporary concerns about teaching and learning in higher education. Section One explores how the Socratic method is portrayed by Socrates in Plato's dialogs. Section Two compares the Socratic method with modern and contemporary accounts of teaching and learning.Section Three examines some of the contemporary challenges of practicing the Socratic method in the university classroom today and how teachers can overcome them.Written in a clear and engaging style, this timely intervention is essential reading for upper undergraduate students enrolled in courses that specialize in pedagogical techniques, political theory, Socratic philosophy, and law. "--Provided by publisher.