A Political Companion to James Baldwin
In: Political Companions to Great American Authors
42 Ergebnisse
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In: Political Companions to Great American Authors
In: Perspectives on political science, Band 47, Heft 1, S. 2-3
ISSN: 1930-5478
In: American political thought: a journal of ideas, institutions, and culture, Band 6, Heft 4, S. 624-631
ISSN: 2161-1599
In: PS: political science & politics, Band 50, Heft 4, S. 1094-1098
ISSN: 1537-5935
ABSTRACT
Creative writing is not part of professional training in political science. Scholars in other fields, though, testify to the benefits of creative writing assignments, and my experiences teaching an undergraduate course on Politics and Literature suggest that there may be value in adding creative writing into certain political science courses. As with other forms of non-academic writing that political scientists identify as enriching, creative writing allows students to consider politics from multiple perspectives and expands their communicative powers. Working at the craft of storytelling—as opposed to abstract argumentation—can help students to think through key claims in contemporary political thought. Moreover, in this age of "alternative facts," doing creative writing in a politics course may help students hone a critical skill of citizenship: thinking about the news in terms of narrative. In this essay, I consider the advantages and challenges of bringing creative writing into the study of politics.
In: Perspectives on political science, Band 45, Heft 2, S. 97-105
ISSN: 1930-5478
In: Perspectives on political science, Band 45, Heft 2, S. 97
ISSN: 1045-7097
In: Polity, Band 47, Heft 4, S. 542-549
ISSN: 1744-1684
In: The Good Society: a PEGS journal, Band 24, Heft 2, S. 191-197
ISSN: 1538-9731
In: Perspectives on politics, Band 13, Heft 2, S. 521-522
ISSN: 1541-0986
In: PS: political science & politics, Band 48, Heft 1, S. 167-170
ISSN: 1537-5935
ABSTRACTThe ideal of the "democratic classroom" has been discussed in educational circles for several years. This article answers the question of whether there are specific advantages to be derived from a democratization of the political science classroom, especially one in which democracy itself is a focus of study. Can giving students more power over course content enhance their understanding of democratic authority and process? The author approached these questions by adding several "democratizing" elements to a seminar course, most notably a "democratic syllabus" in which students determined discussion topics, led class sessions, and submitted work of their own choosing. Student surveys and the author's reflection suggest that the democratic syllabus was a success in terms of the classroom dynamics that it engendered and the thinking about democratic politics and citizenship that it encouraged. Both students and professor agreed that the democratic syllabus presented challenges that should be considered by anyone thinking about creating or modifying a course on this model. Yet this article argues that many political science courses would benefit from similar endeavors in classroom democratization.
In: American political thought: a journal of ideas, institutions, and culture, Band 3, Heft 1, S. 137-145
ISSN: 2161-1599