Active Democratic Citizenship and Service-Learning in the Postgraduate Classroom

Harris, Clodagh

doi:10.1080/15512169.2010.494475

Cited by 15 publications

(15 citation statements)

References 10 publications

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“…clodagh harris european political science: 11 2012 183 Note 1 For further information on this survey and its results see Harris (2010).…”

Section: Resultsmentioning

confidence: 99%

Expanding Political Science's Signature Pedagogy: The Case for Service Learning

Harris

2011

Eur Polit Sci

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Signature pedagogies have been defined as 'types of teaching that organize the fundamental ways in which future practitioners are educated for their profession' (Schulman, 2005: 3). Applying Schulman's definition of signature pedagogies to political science, this article notes that as an academic discipline it does not seek to train students for a specific profession. It also recognises that political science's signature pedagogy is similar to those traditionally associated with the social sciences and humanities: mass lectures, small tutorials and private study. In recent times newer pedagogies such as problem-based learning, experiential learning and service learning have been introduced in political science programmes to marry theory and practice and promote critical thinking and independent learning. This article focuses on one such approach, service learning, assessing the contribution it can make to teaching in political science with reference to an analysis of its effects in a postgraduate module on democratic civic education in University College Cork, Ireland.

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“…clodagh harris european political science: 11 2012 183 Note 1 For further information on this survey and its results see Harris (2010).…”

Section: Resultsmentioning

confidence: 99%

Expanding Political Science's Signature Pedagogy: The Case for Service Learning

Harris

2011

Eur Polit Sci

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“…2 For further information on how service learning has been incorporated into a UCC module on participation see Harris (2010). 3 The handbook is available on request from the authors.…”

Section: Resultsmentioning

confidence: 99%

Developing a Political Science Curriculum for Non-Traditional Students

et al. 2010

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In keeping with practices elsewhere in Europe, Higher Education Institutes (HEIs) in Ireland have in recent decades adopted access policies for nontraditional students (not recent school leavers). This paper assesses a particular initiative to facilitate access to HEIs to non-traditional students. However, due to the initiative's origins as a non-accredited certificate for asylum seekers and refugees, specific attention will be paid to the immigrant community. This paper assesses the details of a new programme in Irish politics and political leadership for non-traditional students in Ireland. It will present the curriculum and document the teaching strategies that were selected while exploring the role for universities and political science departments, in particular in facilitating integration. Student-centred learning provides the overarching framework for the curriculum. Three teaching approaches -KWL, service learning, and enquiry-or problem-based learning -have been selected as the pedagogical underpinnings of this Certificate programme. The paper explores all three approaches and provides examples of how these will be employed. Finally, this paper concludes with a discussion of how the programme could be adapted in other jurisdictions and its uses in integrating citizens from new communities across European democracies.

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“…Notable exceptions to this include the work of a group of scholars at University College Cork in Ireland who have sought to integrate opportunities for political engagement into their teaching. For example, Clodagh Harris has engaged postgraduate students in efforts to improve voter mobilisation through a ‘Political Participation and Mobilisation’ module (Harris, 2010, 2012). This involved students being trained over one-and-a-half days by an external group, the Vincentian Partnership for Social Justice (VPSJ), to provide them with the knowledge and skills to run the VPSJ’s Active Citizenship/Voter Education Programme.…”

Section: What Is To Be Done? From Learning Politics To Political Learmentioning

confidence: 99%

Making and remaking the political: Lessons from the US experience of civic and political engagement in the teaching of political science

Blair

2017

Politics

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This article sets out the case for the need for a greater level of academic debate by UK political scientists with regard to the teaching of civic and political engagement. Drawing on lessons from the United States, the article notes the relative absence of debate by UK scholars on these matters. This is despite similar concerns about levels of civic and political activity within society. The article argues that a greater focus on civic and political engagement in the teaching of political science would improve the overall health of the discipline, enhance levels of student knowledge and understanding, as well as responding to wider societal concerns.

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Active Democratic Citizenship and Service-Learning in the Postgraduate Classroom

Cited by 15 publications

References 10 publications

Expanding Political Science's Signature Pedagogy: The Case for Service Learning

Expanding Political Science's Signature Pedagogy: The Case for Service Learning

Developing a Political Science Curriculum for Non-Traditional Students

Making and remaking the political: Lessons from the US experience of civic and political engagement in the teaching of political science

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