Here we recount the experience of designing and executing an experimental summer course, at two different universities, that used popular films as primary texts to facilitate active learning about foreign policy. One course, designed for non-political science majors, was offered at the introductory level as credit0no credit; the other, intended for students with some background in political science and international affairs, was offered as an upper-level graded course. We held many of the films and readings constant across the two courses so that we could track similarities and differences between the courses. Here we report on why and how we designed the movie courses and what films and readings we used. We also evaluate the courses by drawing on the assessment mechanisms we employed as well as the students' evaluations. In short, although there are some important trade-offs involved in designing a movie course, we found the experience to be a positive one that prioritized student learning in a relaxed and novel way and achieved with some success the procedural and conceptual learning goals that we set forth.
The role and range of activities of ethnic interest groups in U.S. foreign policy has received relatively little scholarly attention, though in the wake of the Cold War analysis of their activities has increased. The case of the Cuban American National Foundation (CANF) during the 1980s suggests, however, that ethnic interest group activity is not new and may be far more complex than our standard conceptualizations allow. We review the literature on the role of ethnic interest groups in U.S. foreign policy and assemble some common assumptions and arguments about their origins, roles and relations with the government, and the conditions that favor their success. Then we examine origins of CANF, its web of relationships with government even during the Cold War, and its role as a near co-executor of policy. We conclude by assessing what the CANF case suggests about standard views of the roles of at least some ethnic interest groups in the process of making U.S. foreign policy, including the need to see how the state may try to use and sponsor such groups to further its policy goals.The study of U.S. foreign policy, and foreign policy analysis more generally, has paid relatively little attention to the role and power of ethnic interest groups and the full range of their activities. Early studies showed these groups to have little influence, and the Cold War contributed to a foreign policymaking process that was largely dominated by the president. Interest group activity in foreign policy seemed relatively unimportant with a few notable exceptions. In the wake of the Cold War, though, scholars and journalists have begun to pay more attention to the activities of these groups in foreign and security policy. In an era when security threats are less pressing, when Congress is more engaged, and when the distinction between "foreign" and "domestic" politics is less clear, many have pointed to the increasing activism, if not always influence,
As part of ISP’s ongoing effort to provide a scholarly venue for the exchange of ideas on a variety of topics, this issue’s ISP Forum presents one set of reactions to the February 2001 article by Lynn Kuzma and Patrick Haney titled “And Action . . . ! Using Film to Learn About Foreign Policy” (February 2001:33‐50). Vincent Pollard’s comments represent what we hope will be the first in a series of comments on teaching international studies with film. Profs. Kuzma and Haney in their rejoinder urge for an ongoing discussion of the topic, as they see the use of film growing in the field. More broadly, the Editors of ISP invite readers to submit their own comments and reactions on this and other pieces that appear within the pages of ISP. Please note that all submissions undergo a peer review process.
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