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2011 APSA Teaching and Learning Conference Track Summaries: Track: Teaching Political Theory and Theories

  • Ellen Grigsby (a1), Murray S. Y. Bessette (a2) and Shane Ralston (a3)

Extract

The 2011 Teaching Political Theory and Theories track drew scholars from Europe and the United States and featured work from political scientists representing the four major subfields. While analyzing the nine papers presented, participants articulated a range of perspectives on questions of pedagogy and the relationship between political theory and political science; indeed, the variety of perspectives confirmed the ongoing contestability of many central concepts in both the scholarship of teaching and learning (SOTAL) and the discipline of political science. Whether discussing ways to develop assignments for undergraduate research projects on the Tea Party or how to employ insights from deliberative democratic theory to assess the role of education in addressing racial violence in the United States, participants confronted important questions regarding the role of theory in the discipline, the broadening of undergraduate and graduate teaching strategies, and assessment of the effectiveness of alternative teaching strategies.

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References

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Gunnell, John G. 2006. “Dislocated Rhetoric: The Anomaly of Political Theory.” Journal of Politics 68: 771–82.
Mayhew, David R. 2000. “Political Science and Political Philosophy: Ontological Not Normative.” PS: Political Science and Politics 33: 192–93.
Spence, Larry D. 1980. “Political Theory as a Vacation.” Polity 12: 697710.
Wolin, Sheldon S. 1969. “Political Theory as a Vocation.” American Political Science Review 63: 1,062–82.

2011 APSA Teaching and Learning Conference Track Summaries: Track: Teaching Political Theory and Theories

  • Ellen Grigsby (a1), Murray S. Y. Bessette (a2) and Shane Ralston (a3)

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