What Is at Stake in Teaching the EU in Times of Brexit? An Introduction

Visvizi, Anna; Field, Mark; Pachocka, Marta

doi:10.1108/978-1-80043-274-120211001

Cited by 2 publications

(1 citation statement)

References 22 publications

(21 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This point has been especially highlighted in reflections following the 2016 Brexit referendum (for example David and Drake, 2016;O'Mahony, 2020;Visvizi et al, 2021). In particular, EU scholars and educators have sought to reflect on their role as impartial (or even silent) observers of EU politics, whether such impartiality is appropriate, their responsibility to inform students and intervene in wider public debate, and what more needs to be done to further develop students and the public at large as 'critical consumers' of EU politics and the debates which surround it.…”

Section: Teaching and Learning European Politics In A Time Of Crisismentioning

confidence: 98%

Introduction: teaching and learning European politics in a time of crisis

Huggins,

Gravey

2024

Teaching European Union Politics

View full text Add to dashboard Cite

This book has been a long time coming. As with many academics balancing research, teaching and academic administration and citizenship, teaching is mostly something we do and often relish, but rarely have time to write about or reflect upon. Over the last decade, we have had the pleasure to meet like-minded colleagues from across Europe and the wider world, at teaching and learning sessions ahead of UACES conferences, in the buzzing EUROTLC biannual conferences, or in dedicated teaching and learning workshops across the continent. These discussions, continued in the pages of dedicated academic journals and blogs such as the Journal of Political Science Education or Active Learning in Political Science, have shaped how we teach every day.At the heart of this book is a commitment to active learning, born and fostered from our engagement with this community of teacher scholars. Active learning can be understood broadly as a learner-oriented approach, moving away from the more traditional 'signature pedagogy' of political science in European universities (Buckley and Reidy, 2014, p. 342) to a more balanced model where students also (or in some cases, primarily) '"learn by doing" and by reflecting on what they are doing' (Paschall and Wustenhagen, 2012, p. 513). This book owes a lot to this community. Some of them have joined us as authors for chapters, for which we are eternally grateful. Others have recommended their peers as authors, leading us to meet and learn from new colleagues. We hope you as a reader will learn as much from our authors as we did.The Guide to Teaching book series aims to provide instructors old and new with resources, support and inspiration. In that respect this book on Teaching European Union Politics is not different from its peers. We hope to be read by both seasoned teachers of the EU, newcomers and visitors from neighbouring fields. If you teach, or plan to teach European Union politics (or a neighbouring field), we hope this book can fuel your own (re)thinking about how to teach this topic. Some of the suggestions in this book require teamwork, and face-to-face environments, others do not, or can easily be adapted to the online teaching world or delivered individually. 1

show abstract

Section: Teaching and Learning European Politics In A Time Of Crisismentioning

confidence: 98%

Introduction: teaching and learning European politics in a time of crisis

Huggins,

Gravey

2024

Teaching European Union Politics

View full text Add to dashboard Cite

show abstract

The Challenges Involved in Teaching About the Rule of Law as a Fundamental Value of the EU System

Cenevska

2023

European Union and Its Neighbours in a Globalized World

View full text Add to dashboard Cite

As the state of the rule of law continues to deteriorate in certain EU Member States, the EU is being presented with a unique challenge—that of protecting the value of the rule of law against internal systematic violations thereof. In the face of these ongoing developments, it has equally become a challenge for instructors at EU and non-EU universities who teach about the rule of law as an EU value to fully deliver the rule of law ‘message’ to their students. This chapter will firstly elaborate on the importance of the rule of law as a baseline principle of the EU framework, providing insight into the current state of play regarding the EU’s rule of law issues. Secondly, the analysis will weigh in on the most appropriate methodological approaches to be employed in the university-level instruction covering the fields of EU Law and EU studies more broadly. Thirdly, the chapter will specifically look into the most suitable and most effective methodological tools for teaching the rule of law as an area of study. Lastly, conclusions will be drawn about the ways in which instructors can improve the methodological toolkit they utilize when teaching about the rule of law as an EU value as well as a general concept, such that would allow students to internalize their knowledge of the different components of the rule of law and, as a result, be prepared to successfully apply this knowledge to practical, real-world situations.

show abstract

What Is at Stake in Teaching the EU in Times of Brexit? An Introduction

Cited by 2 publications

References 22 publications

Introduction: teaching and learning European politics in a time of crisis

Introduction: teaching and learning European politics in a time of crisis

The Challenges Involved in Teaching About the Rule of Law as a Fundamental Value of the EU System

Contact Info

Product

Resources

About