Realizing the Global Imperative

The article below was authored by GSF President, Dr. Chris Harth, and three other participants in the 3rd Annual APSA Conference on Teaching and Learning in Political Science. Held in Washington, D.C. on February 18–20, the Conference was organized as a workshop-based forum to develop models of teaching and learning, as well as to discuss broad themes affecting political science education today. For a full list of participants and more information on the 2006 Conference, visit www.apsanet.org/section_236.cfm.   

Internationalizing the Curriculum:

Realizing the Global Imperative in Political Science

—Chris Harth, Global Studies Foundation

—Gordon Babst, Chapman University

—Denise DeGarmo, Southern Illinois University at Edwardsville

—Bob Reinalda, Radboud University Nijmegen and epsNet

As technological advances continue to shrink the effects of distance and increase the connectedness and dynamism of the international system, analysts and educators alike face a growing challenge to adapt to these changing circumstances and the concomitant global issues such as terrorism, trade, investment, environ-mental catastrophes, climate change, and potential pandemics. Shifting local and global contexts and thickening webs of interaction generate pressures to modify perceptions and practices and make inter-nationalization imperative. The discipline of political science should come to terms with the emergent reality of globalization as soon as possible. While rhetorical support for international education may be strong, as Chris Harth (Global Studies Foundation) pointed out, tremendous opportunities exist for greater internationalization in political science and for substantive improvements in how we educate our students about the world.

As discovered in the recent APSA Teaching and Learning Conference, numerous teaching and learning tools are available and already in use to help internationalize education. Led by Steven Lamy (University of Southern California), nearly 30 educators, researchers, administrators, and practitioners at the Conference wrestled with the challenge to internationalize the discipline of political science. Three days of presentations and discussions provided multiple examples of successful efforts in and out of classrooms at all types of institutions and concluded with recommendations to APSA for taking seriously the global imperative and for better preparing young citizens for the global challenges and opportunities ahead.

Within the classroom, educators can use a variety of methods to increase student awareness and engagement. Linda Racioppi and Colleen Tremonte (both of Michigan State University), for instance, argued that using interdisciplinary sources in process-oriented pedagogies, such as linking films and literature to texts, can increase understanding of complex themes in international relations. Henrik Schatzinger (University of Georgia), in turn, showed that a comparative approach to the study of U.S. government can both enrich students’ understanding of the American system and raise awareness of other countries and systems. Denise DeGarmo (Southern Illinois University, Edwardsville) also demonstrated that virtual simulations and role-playing activities, particularly participation in the ICONS Project, can promote and enhance student engagement in the learning process and help motivate resistant learners, even those with minimal prior exposure to international topics.

The world can be brought into the classroom through other methods as well. Vickie Langohr (College of the Holy Cross) revealed how the use of international newspapers, for example, which are readily available on the Internet, not only can help students better understand other regions, but also can improve their appreciation for media biases and help them see the world from multiple perspectives. Arguing for better collaboration between professional political science organizations, like APSA and epsNET, Bob Reinalda (Radboud University Nijmegen) and Gabriela Gregušová (Comenius University) highlighted the potential advantages for both information flows and international educational opportunities. Institutional collaboration also can bear fruit. Kathleen Claussen (Indiana University) made the case that by providing a shared virtual classroom experience for students and faculty in different parts of the world, interactive international videoconferencing can allow for greater self-discovery, broader perspectives, and heightened awareness of pressing international issues.

Travel abroad for study, internships, work, or service also offers an outstanding opportunity for students and faculty to expand their views, to increase their international awareness, and to have formative experiences that last a lifetime and that can be shared with others. Numerous models of successful travel programs exist, with several features described by participants. Edward Declair (Lynchburg College), for instance, identified key components of international experiential learning, including using multiple mediums for various forms of learning and increasing incentives for faculty participation. In his presentation on the connections between coursework and travel courses, Gordon Babst (Chapman University) argued for grounding pre-departure preparation in political science and other social sciences in order to provide the strongest foundation for successful programs. Finally, Michael Shafer (Rutgers University) made the case for the potentially transformative role of employing a “pedagogy of discovery” and providing hands-on, learning opportunities for young people to work through vexing socio-political issues in conflict-torn areas, such as the former Yugoslavia.

In short, all of the papers underlined the need to increase internationalization and presented opportunities and practical instruments to help the discipline of political science shift to more global perspectives and practices. These suggestions can be used in a variety of institutions, including community colleges, liberal arts colleges, and comprehensive universities, as well as in secondary schools, especially with the Advanced Placement curriculum, as Michael Morris (Clemson University) noted. Unfortunately, political science appears to be losing ground as other disciplines move forward with internationalization. While there is no one approach to internationalization, the imperative to update our curriculum is clear. The future leadership role of the discipline is at stake, to say nothing of the preparedness of our students for the 21st century. Regardless of institution type, faculty and administrators can and should place a higher priority on expanding both the quantity and the quality of internationalization efforts and offering their students greater exposure to and knowledge about our world. Wherever possible, including in continued venues like its Teaching and Learning Conference, APSA should support such efforts within and across the discipline and set an example for others to follow. 

Source: PS: Political Science and Politics, Vol. 39, No. 3 (July 2006), pp. 533-534.

Reprinted with permission of Cambridge University Press. 

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