Teaching Comparative Political Behavior in the Era of Digital Activism

Autor/in	Vassallo, Francesca
Titel	Teaching Comparative Political Behavior in the Era of Digital Activism
Quelle	In: Journal of Political Science Education, 16 (2020) 3, S.399-402 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2019.1683454
Schlagwörter	Political Science; Comparative Analysis; Activism; Social Action; Citizen Participation; Political Attitudes; Undergraduate Students; Teaching Methods; Information Technology; Introductory Courses; Barriers; Voting; Computer Mediated Communication; Behavior Patterns; Foreign Countries + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Aktivismus; Politischer Protest; Soziales Handeln; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Einführungskurs; Abstimmung; Computerkonferenz; Ausland
Abstract	As a contribution to the Teaching & Learning Symposium on Comparative Politics organized by APSA, this short article discusses the challenges in Introduction to Comparative Politics classes when comparative political behavior is examined. In the tradition of studying political participation, the discipline has witnessed the development of additional measures and modes of activism. It has become more complicated for instructors to explain the relevance of political participation in a democracy, when a multitude of concepts and measures (voting, protesting, or online political engagement) compete for the attention of citizens. Furthermore, measuring all modes of political activism for many countries has added to the problem. This contribution makes two recommendations about how to teach comparative political behavior in an era when undergraduates are exposed primarily to digital activism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01