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This volume is part of a series of 18 monographs service learning and the academic disciplines. This collection of essays focuses on the use of service learning as an approach to teaching and learning in political science. Following an Introduction by Richard M. Battistoni and William E. Hudson, the four essays in Part 1, "Service-Learning as a Mode of Civic Education," develop a theoretical framework for understanding service learning; titles include: "The Decline of Democratic Faith" (Jean Bethke Elshtain); "Teaching/Theorizing/Practicing Democracy: An Activist's Perspective on Service-Learning in Political Science" (Meta Mendel-Reyes); "The Work of Citizenship and the Problem of Service-Learning" (Harry C. Boyte and James Farr); and "Examining Pedagogy in the Service-Learning Classroom: Reflections on Integrating Service-Learning into the Curriculum" (Karen D. Zivi). Chapters in Part 2, "Course Narratives," provide practical how-to guidance; including: "Community Service-Learning as Practice in the Democratic Political Arts" (Gregory B. Markus); "Service-Learning in the Study of American Public Policy" (William E. Hudson); "Political Theory" (James Farr); "Research Methods" (Daniel J. Palazzolo); "Women and Citizenship: Transforming Theory and Practice" (Cynthia R. Daniels); "Politics, Community, and Service" (Richard Guarasci); "Civil Rights and Liberties" (Bill Swinford); "Service-Learning and Comparative Politics: A Latin American Saga" (Robert H. Trudeau); "The Police Corps: Researching Teaching and Teaching Research" (Milton Heumann); and "Bringing Service and Politics Together: A Community College Perspective" (Mona Field). The essays in Part 3, "The Discipline and Beyond," examine more general concerns; they include: "Experiencing Government: Political Science Internships" (Stephen Frantzich and Sheilah Mann); "Service-Learning and Empowerment" (Ed Schwerin); "Civic Leadership" (Richard A. Couto). An Afterword by Benjamin R. Barber closes the text. Appended are a 10-item annotated bibliography and a annotated list of service-learning courses in political science offered at various colleges and universities. (All essays include references.) (SM)
This book uses surveys, statistics, and case studies to explain why and how cultural norms affect political attitudes and behavior.
Government's ever-increasing participation in communication processes, Mark Yudof argues, threatens key democratic values that the First Amendment was designed to protect. Government control over the exchange of ideas and information would be inconsistent with citizen autonomy, informed consent, and a balanced and mutually responsive relationship between citizens and their government. Yet the danger of government dominance must be weighed against the necessary role of government in furthering democratic values by proposing and promotion policies and by disseminating information and educating citizens. Restraints on government's ability to control communications processes are desirable, but excessive or inappropriate restrictions threaten democracy. Professor Yudof identifies a number of formal and informal checks on government as disseminator, withholder, and controller of ideas and information. Where more controls are needed, the strengthening of pluralism and legislative oversight is generally the answer. Constitutional redress in the courts should be sought only in extreme instances, he cautions, to avoid judicial interference with legitimate policy objectives.
A thriving and peaceful democracy requires an informed and engaged citizenry, but such citizenship must be learned. Educators around the globe are facing challenges in teaching politics in an era in which populist values are on the rise, authoritarian governance is legitimized, and core democratic tenets are regularly undermined by leaders and citizens alike. To combat anti-democratic outcomes and citizens' apathy, Teaching Civic Engagement Globally provides a wide range of pedagogical tools to help the current generation learn to effectively navigate debates and lead changes in local, national, and global politics. Contributors discuss key theoretical discussions and challenges regarding global civic engagement education, highlight successful evidence-based pedagogical approaches, and review effective ways to reach across disciplines and the global education community. Most importantly, the book provides tangible steps to link democratic education research with action that reflects contemporary global circumstances.
This substantially revised 7th edition of a classic text includes a new chapter on globalization and regionalization and broader coverage of democratic politics, interests and movements; of the media; of social and cultural influences on political behaviour and of public management. It has been systematically revised and updated throughout in the accessible down-to-earth style that has made it such a popular student choice for over 30 years.
Teaching Civic Engagement provides an exploration of key theoretical discussions, innovative ideas, and best practices in educating citizens in the 21st century. The book addresses theoretical debates over the place of civic engagement education in Political Science. It offers pedagogical examples in several sub-fields, including evidence of their effectiveness and models of appropriate assessment. Written by political scientists from a range of institutions and subfields, Teaching Civic Engagement makes the case that civic and political engagement should be a central part of our mission as a discipline.
Aimed at political scientists, 'A New Handbook of Political Science' provides the definitive survey of new developments over the last 20 years, assessed in the context of historical trends in the field.
William Rust was born about 1634, probably in Suffolk Co., England and immigrated about 1650 to Westmoreland Co., Virginia. He married twice and died about 1699.