Using Short-Form Student Videos to Widen the Canon of Political Thought

Autor/inn/en	Karlsson, Rasmus; Eriksson, Kalle
Titel	Using Short-Form Student Videos to Widen the Canon of Political Thought
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 15 (2022) 1, S.92-100 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
Schlagwörter	Video Technology; Teaching Methods; Literature; Western Civilization; Political Attitudes; Cultural Pluralism; Females; Minority Groups; Reading Materials; Political Science; Assignments; Disadvantaged; Critical Thinking; Active Learning; Student Evaluation; Thinking Skills; Introductory Courses; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Literatur; Political attitude; Politische Einstellung; Kulturpluralismus; Weibliches Geschlecht; Ethnische Minderheit; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Assignment; Auftrag; Zuweisung; Kritisches Denken; Aktives Lernen; Schulnote; Studentische Bewertung; Denkfähigkeit; Einführungskurs
Abstract	A perennial problem for teachers of political thought is to decide what thinkers to include in the required course readings. In many cases, teachers have come to rely on an established Western canon as they seek to build a shared disciplinary identity, impart key theoretical insights and provide common points of reference. Increasingly, however, calls have been made to include more non-Western, female and otherwise marginalised voices. In response, this article presents and evaluates an interactive group video assignment by which the students are asked to identify one, hitherto excluded, political thinker and formulate arguments for his or her inclusion in the course readings. As a collaborative exercise, higher-level comprehension, analysis and synthesis are encouraged while the shared 'canon' of political thought is widened. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01