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© 2020

Political Science Pedagogy

A Critical, Radical and Utopian Perspective

Book
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Part of the Critical Political Theory and Radical Practice book series (CPTRP)

Table of contents

  1. Front Matter
    Pages i-xvii
  2. William W. Sokoloff
    Pages 27-49
  3. William W. Sokoloff
    Pages 51-68
  4. William W. Sokoloff
    Pages 83-110
  5. William W. Sokoloff
    Pages 129-151

About this book

Introduction

The field of political science has not given sufficient attention to pedagogy. This book outlines why this is a problem and promotes a more reflective and self-critical form of political science pedagogy. To this end, the author examines innovative work on radical pedagogy such as critical race theory and feminist theory as well as more traditional perspectives on political science pedagogy. Bridging the divide between this research and scholarship on both teaching and learning opens the prospect of a critical, radical and utopian form of political science pedagogy. With chapters on Socrates, Frantz Fanon, Paulo Freire, Leo Strauss, Sheldon S. Wolin, e-learning, and a prison field trip, this book outlines a new path for political science pedagogy.

Keywords

political science pedagogy Socratic method reflective pedagogy social transformation Aronowitz Stephen Gilbert Brown Giroux bell hooks Andrea Dworkin radical pedagogy utopian pedagogy critical pedagogy Paulo Freire Leo Strauss Frantz Fanon Rancière e-learning Prison pedagogy democratic citizenship resistance

Authors and affiliations

  1. 1.University of Texas Rio Grande ValleyEdinburgUSA

About the authors

William W. Sokoloff is Associate Professor of Political Science at University of Texas Rio Grande Valley, USA. He is the author of Confrontational Citizenship: Reflections on Hatred, Rage, Revolution and Revolt (2017).


Bibliographic information

Reviews

“In the world of global pandemic, instructors are doing a lot of thinking and talking about our pedagogy. William W. Sokoloff’s book challenges us to think and talk about why we became teachers in the first place, and what we are hoping to accomplish by teaching. Sokoloff believes that political science educators have lost sight of what our mission should be, and his book is an attempt to help us recover that mission.” (Edward W. Clayton, Journal of Political Science Education, September 11, 2020)

“Sokoloff’s intensity is a virtue as it serves to emphasize the importance of his subject matter, but it also proves a significant barrier to drawing in new allies who would benefit from considering his conclusions.” (Steven Orr, Contemporary Political Theory, May 28, 2020)