Literaturnachweis - Detailanzeige
| Autor/in | Allen, Brooke Thomas |
|---|---|
| Titel | Gerrymandering as Art: A New Method for Teaching Redistricting |
| Quelle | In: Journal of Political Science Education, 17 (2021), S.1-11 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-2169 |
| DOI | 10.1080/15512169.2020.1854773 |
| Schlagwörter | Voting; Politics; Teaching Methods; United States Government (Course); Active Learning; Student Projects; Art; Learner Engagement; Political Science; Community Colleges; Two Year College Students; Michigan (Detroit) |
| Abstract | Gerrymandering is a controversial practice in American politics, and one that has generated a significant amount of legal, academic, and political interest. While gerrymandering is an important and timely topic, this issue receives relatively little attention in most introductory courses in American government. This omission is compounded by the complexity of the subject. Students often struggle to grasp the intricacies of the redistricting process and fail to understand how this process could affect the overarching political landscape. This paper will address these shortcomings by outlining a new method for teaching students about redistricting. Inspired by the broader literatures on active and project-based learning--as well as an episode of "The Daily Show"--this paper proposes hosting a gerrymandering art exhibit to better educate and engage students. The results suggest that this project can have educational benefits. Students displayed a deep level of conceptual understanding. Additionally, survey data suggests that this experience can increase students' self-assessed learning outcomes and overall interest in the class. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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