Suchergebnisse

AbstractThe challenges of teaching introductory-level U.S. politics to reluctant audiences are well known and widely lamented. This article investigates the pedagogical potential of political satire, specifically The Daily Show with Jon Stewart, in engaging students in this tough-to-teach course. Based on a review of available literature and student survey data from the fall 2008 term, I argue that using this popular program in the classroom can enhance an introductory U.S. politics course. A review of both these survey data and student papers based on the program suggests promising possibilities for encouraging students' political engagement and critical-thinking skills. This preliminary examination demonstrates that further study on the program's potential both for student engagement and student learning outcomes is warranted.

After spending six years as a tenure-track faculty member and
ultimately gaining tenure and promotion at my home institution of
California State University, San Marcos (CSUSM), I was set to begin
my first sabbatical in fall, 2002. As is no doubt true of many
sabbaticals, one of the great successes of my semester-long break
from teaching was a renewed interest in the classroom. "Renewal" is
frequently identified as one of the primary purposes of a
sabbatical; Good (1992, B3), after all,
wrote that he became "surprisingly nostalgic for the company of
students once the initial shock of being on leave ha[d] worn off."
But my renewed excitement for teaching came largely from once again
entering the classroom as a student. Given my own experiences in
returning to student life, I enthusiastically encourage faculty
colleagues to take occasional opportunities to step away from the
instructor's podium and enjoy a class as a member of the student
body: not only did I have the opportunity to expand my perspective
on interesting subject matter, but re-experiencing life from the
student point of view reminded me of why I began teaching in the
first place and reinforced important aspects of good teaching
practices. [Editor's note: This
manuscript was accepted for publication by PS: Political
Science and Politics in September, 2004.]

For those who study and teach politics or history for a living,
The West Wing unsheathes a double-edged sword.
A great strength of the series is its ability to put a human face on
engaging political discussions, demonstrating that politics can be
accessible and enjoyable. However, this fictional White House also
presents potential dangers. The purpose of The West
Wing is to entertain rather than to educate, and the
program deliberately plays the emotions of viewers through such
techniques as background music and sophisticated camera work.

Discusses classroom instruction using clips from the popular television drama about the US presidency, emphasizing the importance of teaching critical viewing skills and analysis of policy debates and ideological opinions.

Examines the conditions under which state high courts were willing to make policy and demonstrate judicial activism by staking their countermajoritarian decisions (those that overturn state legislation) on state constitutional grounds rather than on federal law; 1981-85. Includes role of legal and political variables, institutional structures, and attitudinal factors.