Teaching Politics and International Relations

273 Pages·2012·1.118 MB·English

by  Cathy Gormley-Heenan, Simon Lightfoot

Teaching Politics and International Relations
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Also by Cathy Gormley-Heenan
POLITICAL LEADERSHIP AND THE NORTHERN IRELAND PEACE PROCESS
THE ANGLO-IRISH AGREEMENT: RETHINKING ITS LEGACY (co-edited)
Also by Simon Lightfoot
EUROPEANISING SOCIAL DEMOCRACY: THE RISE OF THE PARTY OF EUROPEAN
SOCIALISTS?
THE GREENING OF THE EUROPEAN UNION: ASSESSING THE EU’S ENVIRONMENTAL
CREDENTIALS (with Jon Burchell)
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Teaching Politics and
International Relations
Edited by
Cathy Gormley-Heenan
Senior Lecturer
School of Criminology, Politics and Social Policy, University of Ulster, UK
and
Simon Lightfoot
Senior Lecturer
University of Leeds, UK
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© Editorial matter, selection and introduction © Cathy Gormley-Heenan and
Simon Lightfoot 2012
All remaining chapters © respective authors 2012
All rights reserved. No reproduction, copy or transmission of this
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Any person who does any unauthorized act in relation to this publication
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of this work in accordance with the Copyright, Designs and Patents Act 1988.
First published 2012 by
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Contents
List of Tables vii
List of Figures viii
List of Boxes ix
Acknowledgements x
List of Contributors xi
Introduction 1
Simon Lightfoot and Cathy Gormley-Heenan
1 Teaching and Learning in Politics: Thinking about
Teaching Politics Revisited 9
Penny Welch
2 What (if Anything) is Different about Teaching and
Learning in Politics? 22
John Craig
3 Can Politics Be Benchmarked? 38
Lisa Harrison
4 Enhancing Politics Teaching through Active Learning 51
Cristina Leston-Bandeira
5 Teaching Politics to Small Groups 65
Jacqueline Briggs
6 How Relevant are Other Ways to Learn? 78
Steven Curtis
7 Issues and Controversies Associated with the Use of
New Technologies 91
Stephen Thornton
8 Developing Assessment Practices in Politics 105
Alasdair Blair and Sam McGinty
9 The Importance of Being Theoretical: Analysing
Contemporary Politics 123
Lee Marsden and Heather Savigny
v
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vi Contents
10 Teaching Politics and Political Bias 132
Cathy Gormley-Heenan
11 C ontemporary Politics: Using the ‘F’ Word and
Teaching Gender in International Relations 146
Christina Rowley and Laura J. Shepherd
12 C ontemporary Politics: Teaching the ‘Contested Concepts’ –
International Terrorism Taught to Undergraduate
Students in a Multicultural Environment 162
Knut Roder
13 T eaching Race and Ethnicity: Towards an Engaged,
Anti-Racist Pedagogy 179
Steve Spencer
14 Developing Research Literacy in Students 198
Simon Lightfoot
15 Supervising a Doctoral Student 210
Carmel Roulston
16 T he Loneliness of the Long-Distance Student:
Supervising Students You Rarely See 226
Dave Middleton
17 F rom Politics Past to Politics Future: Addressing
the Employability Agenda through a Professional
Politics Curriculum 236
Matthew Wyman, Jennifer Lees-Marshment and Jon Herbert
Index 255
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List of Tables
2.1 The Biglen–Becher typology of disciplines 25
9.1 Summary of focus in credit crunch analysis
(KEY FP – Foundational Positivism; FCR – Foundational
Critical realism; AFI – A nti- foundational interpretivism) 129
11.1 Table showing content analysis of gende* and femini*
in core IR textbooks 152
17.1 Examples of political jobs and relevant academic field 243
17.2 C onnecting dimensions of professionalism to political
materials 248
17.3 A model new Politics degree 250
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List of Figures
11.1 Graph illustrating content analysis of gende* and femini* in
core IR textbooks 154
11.2 Can you make sense of these signs? If so, you have
a theory of gender... Photographs © Laura J. Shepherd 156
11.3 The United Nations Security Council, as pictured on the
homepage at www.un.org/Docs/sc. Image © United Nations,
reproduced by kind permission 156
11.4 Pop goes world politics? Artefacts to use to explore
gender and IR 157
11.5 Seminar exercises 158
13.1 Powerpoint slides based on work of Wing Sue
Derald (2004) What Does it Mean to Be White? 186
13.2 Matrix of Cultural Identity, in Spencer, S (2006)
Race & Ethnicity: Culture, Identity and Representation
(London: Routledge), p. 25 187
13.3 And now the news … Guardian online
headlines – 5 February 2011 188
17.1 Designing the professionalized politics degree 245
viii
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List of Boxes
1.1 Main conclusions of the Dearing Committee 1997 10
1.2 Main conclusions of the Browne Review 2010 12
1.3 Evidence of innovation in Politics teaching
between 1995 and 2001 15
1.4 Strategies for maintaining creativity in Politics teaching 19
3.1 Examples of thresholds of achievement as set out
in the QAA Benchmark Statement (2000) 40
3.2 Examples of thresholds of skills as set out in the
QAA Benchmark statement (2000) 45
3.3 Developing a new politics module 48
4.1 Interactive activity for lectures: quiz The Odd-One Out 58
4.2 Integrating lectures with e-learning 59
4.3 Group work in a seminar 60
4.4 Line-up leading to role play in a seminar 62
6.1 Getting started with placement learning: some tips 81
6.2 Getting started with simulations: online resources 86
7.1 Biggs’ uses of ET (‘educational technology’) 92
7.2 Advice from Middleton and Bridge for those
attempting a major technology-informed project in
teaching and learning 100
7.3 Now warned of the dangers, here are a few technologies
you could try for teaching and learning purposes 102
8.1 Deep and surface approaches to learning 108
8.2 Comparing assessment methods 110
8.3 SMART assessment 119
10.1 The Academic Bill of Rights (ABOR) 134
10.2 Oulton, Dillon and Grace (2004) Teaching principles 141
14.1 Why is research literacy crucial in students? 200
14.2 The student voice 204
14.3 Integrating Research into Teaching 207
15.1 The Supervisor-Student Questionaire 215
16.1 Key areas in supervision 228
16.2 Some topics for your blog 229
16.3 Top blogging tips 230
16.4 Uses for a wiki 231
16.5 Podcasting – some tips 232
16.6 Screencasting – some tips 234
ix
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