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Barbara Robertson and Mark J. Flowers

The course materials students are expected to utilise in online instruction vary. Studies have shown that students tend to enjoy online courses with lecture videos more than those without, but few studies have measured the impact of lecture videos on student outcomes. Do lecture videos increase student understanding and retention, thus improving student outcomes? Students were provided with one or more study aids, video lecture, PowerPoint or instructor-created notes for learning about the role of the Electoral College in US presidential elections. We assessed student retention and understanding of the Electoral College with a quiz as an indicator of student outcomes. We found that the video lecture in combination with a PowerPoint was the most effective study aid.

Open access

Federica Tarabusi

Abstract

Despite considerable analysis of development policies in postwar Bosnia-Herzegovina, local-internationals encounters have received less attention. In an attempt to fill this gap, this article traces the discursive processes through which development professionals frame their narratives about Bosnian society, and in turn, how its inhabitants experience the internationals staying in the country. Applying Maria Todorova's framework, I show how Western “expatriates” tend to incorporate the Balkans’ liminality into their social constructs to depoliticize development practices. On the other hand, I approach emic understandings of Europeanness and Balkanism as a situationally embedded and contested process that comes into play to (re)draw social and moral boundaries in Bosnian society. I conclude by considering local-international encounters as a privileged site for exploring the postsocialist state but also new political subjectivities in contemporary Bosnia.

Open access

Shih-Hsiung Liu

This article aims to determine the feasibility of a course on education-related topics based on dialogue-based peer learning (DBPL). According to the literature, the procedures of DBPL are as follows: (1) read texts, (2) formulate individual opinions, (3) express individual opinions in turns, (4) ask and respond to questions, (5) adjust personal opinions. A quantitative survey, an open-ended question on learning perceptions and four paper-and-pencil tests on educational topics were employed to determine the effectiveness of the course for participants’ learning. Most of the participants performed well in the tests and perceived the benefits of the DBPL method for comprehension and for critical thinking on educational topics. The first three steps in the procedure outlined above were identified as key to the results of the study.

Open access

Dirty Work, Dangerous Others

The Politics of Outsourced Immigration Enforcement in Mexico

Wendy Vogt

Abstract

While Mexico has been openly critical of US immigration enforcement policies, it has also served as a strategic partner in US efforts to externalize its immigration enforcement strategy. In 2016, Mexico returned twice as many Central Americans as did the United States, calling many to criticize Mexico for doing the United States’ “dirty work.” Based on ethnographic research and discourse analysis, this article unpacks and complicates the idea that Mexico is simply doing the “dirty work” of the United States. It examines how, through the construction of “dirty others”—as vectors of disease, criminals, smugglers, and workers—Central Americans come to embody “matter out of place,” thus threatening order, security, and the nation itself. Dirt and dirtiness, in both symbolic and material forms, emerge as crucial organizing factors in the politics of Central American transit migration, providing an important case study in the dynamics between transit and destination states.

Free access

John Gillespie and Katherine Morris

This issue has something of a symposium feel about it: a genuine conversation between some of our most eminent Sartre scholars, which, while clearly not planned this way, turns out to be rather appropriate in these socially distanced times. Whereas recent issues have testified to the breadth of Sartre’s work, the focus this time is on Sartre’s early philosophy, mainly, but not exclusively, on L’Etre et le néant.

Free access

Jean-Paul Gagnon

This thirteenth issue of the journal (Volume 7, Issue 1, July 2020) begins with Roberto Frega’s (CNRS) article “Against Analogy: Why Analogical Arguments in Support of Workplace Democracy Must Necessarily Fail”. Frega invites democratic and political theorists committed to the democratization of the workplace to ground themselves in specifics. Instead of working through metaphor and analogy which risks treating workplaces or firms as more or less the same, Frega argues we should first take issue with the question of which workplace or firm and thereafter work through the problem of how it can democratize. Analogies, Frega convincingly shows, simply do not have this productive capacity.

Free access

Michael R. M. Ward

My first year as editor of Boyhood Studies has flown by. I am really pleased with the issues we have put out since I came on board and the progress we have made in terms of the quality, rigor, and consistency of submissions. I think it is important as an interdisciplinary international journal that we continue to represent work in the field from multiple perspectives. Before I turn to outline this issue in detail, I want to briefly highlight the exciting plans we have coming up for out next two issues (13.2 and 14.1), which will both be special issues focusing on the work of one of the leading masculinities scholars of the past 30 years, Raewyn Connell.

Open access

Penny Welch and Susan Wright

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences, authors from Denmark, the United States, Taiwan and the United Kingdom analyse serendipity in anthropology teaching, the use of lecture videos in political science, peer dialogue in education studies, polarisation anxiety among social science students and active learning in criminology.

Open access

Elena Fiddian-Qasmiyeh, Mette Louise Berg and Johanna Waters

Free access

Giovanni A. Travaglino and Benjamin Abrams