The Political Science Education of Campaign Professionals

Binford, Michael B.

doi:10.1017/s104909650002134x

Cited by 1 publication

(2 citation statements)

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“…In the United States, during the same decade, a number of universities established not just modules but whole programmes that sought ‘to bridge the gap between the basic theoretical pursuits of political science and the applied needs of political campaigns’ (Binford, 1985: 89). Bridging, rather than jumping, the gap is the apposite phrase, implying as it does the linking of theory and practice rather than an emphasis on what divides.…”

Section: Applied Politics As a Sub-disciplinementioning

confidence: 99%

“…Bridging, rather than jumping, the gap is the apposite phrase, implying as it does the linking of theory and practice rather than an emphasis on what divides. Binford’s (1985) assessment of such programmes begins by quoting the scathing criticism offered by Joseph Napolitan – the Lynton Crosby of his day, and the founder of the American Association of Political Consultants – that there is ‘little relationship, if any, between political science and politics’ (Binford, 1985: 89). The solution offered by a pedagogy of applied politics is not to jump over definitively to the practitioner side of the divide and to just teach tactics and techniques.…”

Section: Applied Politics As a Sub-disciplinementioning

confidence: 99%

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Teaching applied politics: From employability to political imaginary

Bacon

2017

Politics

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The growth of applied politics teaching in recent years is often conflated by academics, institutions, and professional associations with the employability agenda increasingly promoted by government. Many academics-politics faculty to the fore-object to the imposition of neo-liberal values on universities, the commodification of higher education, and a focus on employability in their teaching. These developments, coupled with a sense that the teaching of practical politics lacks intellectual rigour, undermine the growth of applied politics courses and programmes. There is, however, no reason why applied politics teaching must embrace neo-liberal norms. Nor is the alternative the introduction, as has happened in a few institutions, of courses teaching the practice of radical activism. Norms and values in applied politics can come from students, producing content and knowledge as they develop skills and approaches to practical politics. Applied politics itself represents a bridge between political science and political life beyond the university and serves the needs of students across the 'careerist-activist' spectrum. Far from being intellectually light, a values-focused approach to applied politics has a pedagogical depth beyond that offered in much of the current politics curriculum. It offers a pedagogy not just of information but of formation and transformation.

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Section: Applied Politics As a Sub-disciplinementioning

confidence: 99%

Section: Applied Politics As a Sub-disciplinementioning

confidence: 99%