A Crisis of Legitimacy: Shakespeare's "Richard II" and the Problems of Modern Executive Leadership

Autor/in	Ciliotta-Rubery, Andrea
Titel	A Crisis of Legitimacy: Shakespeare's "Richard II" and the Problems of Modern Executive Leadership
Quelle	In: Journal of Political Science Education, 4 (2008) 1, S.131-148 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
Schlagwörter	Active Learning; Didacticism; Literary Criticism; Literature Appreciation; Presidents; Intellectual History; Political Attitudes; Political Power; English Literature; United States History; Democratic Values; Political Science; Governance; Government (Administrative Body) + Suchen Sie Ihr Suchwort? Aktives Lernen; Didaktisierung; Literaturkritik; Literarische Wertung; President; Präsident; Geistesgeschichte; Political attitude; Politische Einstellung; Politische Macht; Englische literatur; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Government; Regierung
Abstract	"A Crisis of Legitimacy" is a unique comparative examination of the question of legitimate rule, as observed through Shakespeare's "Richard II" and the contemporary presidencies of Bill Clinton and George W. Bush. Largely pedagogical, this article is the result of an active learning exercise, whereby students in a "Politics and Literature" course were asked to discover the criteria for legitimate political rule and then to apply said criteria to the reigns of Richard II, Bolingbroke, and the two most recent U.S. Presidents. The results revealed much about the complex nature of legitimacy, as well as the entangled nature of student self-interest in the political evaluative process. (Contains 4 notes.) (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10