Stand-With Vibes: The Influence of Institutional Response to Political Events on Student-of-Color Political Learning and Engagement

This article explores the use of podcasts in the learning and teaching of Politics and International Relations in a UK Higher Education institution. The article has three main sections. The first explores the pedagogic issues associated with the use of podcasts. The second highlights examples of good practice for using podcast material in lectures/seminars. Finally, and perhaps most importantly, it outlines student attitudes to the use of podcasts within learning and teaching.

The rapid development of modern information technology has brought new opportunities both for the ideological and political education of college students, but also brought new challenges for the ideological and political education of college students. In order to deal with the opportunities and challenges, we need to re-examine and construct the system to adapt itself to the development of the ideological and political education of college students, and put the modern educational technology into practice, so as to strengthen the effectiveness of ideological and political education of college students.

Up until the early 1990s the traditional approach to teaching and learning in Politics was to use examinations and essays as the primary method of assessing students. This was somewhat in contrast to other subject- based disciplines, such as the Sciences, where the nature of the discipline necessitated the use of a wider pattern of assessment, including class- based tests in the form of laboratory work. Other subjects, such as Business Studies, tended to make greater use of work placements and case studies. Over the last two decades there has been a steady expansion in research on teaching and learning from a Politics perspective, with a considerable focus being attached to the dissemination of different approaches to teaching and learning. This chapter draws on one aspect of this work by focussing on the importance of the assessment regime in the teaching of Politics. In doing so, it draws on the work of a National Teaching Fellowship Scheme (NTFS) project, ‘It's Good to Talk: Feedback, Dialogue and Learning’ that seeks to identify, evaluate, develop and promote ways to improve feedback to students within the disciplines of History and Politics/International Relations. At the centre of the project is the issue of encouraging teacher and peer dialogue around learning by drawing on feedback approaches in three universities: De Montfort University, London Metropolitan University, and the University of Warwick. The chapter proceeds as follows. First, it reviews the context of assessment within the teaching and learning of Politics. Second, it analyses the significance of assessment. Third, it investigates different types of assessment. Fourth, it examines the importance of assessment feedback for students. Finally, it presents a concluding argument that a central feature of any method of assessment should be the objective of developing student engagement in ‘deep’ rather than ‘surface’ learning.KeywordsAssessment PracticeDeep ApproachReflective PracticeSurface ApproachPlacement LearningThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

‘Moderate Islam’

Introduction S.Lightfoot & C.Gormley-Heenan Teaching and Learning in Politics: Thinking about Teaching Politics Revisited P.Welch What (If Anything) is Different about Teaching and Learning in Politics? J.Craig Can Politics Be Benchmarked? L.Harrison Enhancing Politics Teaching Through Active Learning C.Leston-Bandeira Teaching Politics to Small Groups J.Briggs How Relevant Are Other Ways To Learn? S.Curtis Issues and Controversies Associated With the Use of New Technologies S.Thornton Developing Assessment Practices in Politics A.Blair & S.McGinty The Importance of Being Theoretical: Analysing Contemporary Politics L.Marsden & H.Savigny Teaching Politics and Political Bias C.Gormley-Heenan Contemporary Politics: Using the 'F' Word and Teaching Gender in International Relations C.Rowley & L. J.Shepherd Teaching the 'Contested Concepts': International Terrorism Taught To Undergraduate Students in a Multi-Cultural Environment K. Roder Teaching Race and Ethnicity: Towards an Engaged, Anti-Racist Pedagogy S.Spencer Developing Research Literacy in Students S.Lightfoot Supervising a Doctoral Dissertation in Politics C.Roulston The Loneliness of the Long Distance Student: Supervising Students You Rarely See D.Middleton From Politics Past to Politics Future: Addressing the Employability Agenda Through a Professional Politics Curriculum M.Wyman, J. Lees-Marshment & J.Herbert

The combination of ideological and political learning in educational settings is critical in molding people’s values, ethics, and societal responsibilities. This approach encourages the formation of knowledgeable, socially conscious, and civically involved students by including political and ideological ideas in the educational curriculum. This research constructs a deep learning (DL) based evaluation model to assess the teaching quality of ideological and political learning in the educational environment. The research proposed a novel intelligent African buffalo- optimized resilient deep neural network (IABO-RDNN) to evaluate the education quality of ideological and political education (IPE). The suggested approach is integrated classroom interactions, student feedback, and digital learning behaviors to consider a wide-ranging analysis of learning outcomes. The data was preprocessed using noise removal, irrelevant entry removal, and feature standardization to guarantee consistency across datasets. IABO optimizes model parameters, ensuring a well-organized, robust assessment structure for the IPE quality, capturing diverse aspects. The resilient deep neural network (RDNN) is engaged to ensure teaching efficiency and identify areas for improvement in IPE. A comparative analysis of the results using DL algorithms and conventional algorithms highlights the superior accuracy (98.9%), precision (98%), recall (98.5%), and adaptability of the proposed model. The conclusion shows that the inventive approach achieves efficient and reliable evaluation, offering valuable insights for improving IPE quality and contributing to education environments.

The term “political socialization” was coined by Herbert Hyman and was the title of his book published in 1959. The newly introduced area of research and theory grew rapidly as evident from the number of books and articles that were published especially during the late fifties and during the sixties and, somewhat less, during the late seventies. It soon became one of the flagships of the American Political Science Association (APSA). I recently accessed the website of APSA and discovered that “political socialization” is no longer there. In contrast, “Political socialization and education” is one of the active research groups at the International Political Science Association (IPSA). Is this coincidental? What is the present state of political socialization? Has it “died a premature death in the 70s” (Niemi and Hepburn, 1995, p. 8)? Has it metamorphosed into “civic engagement” (Torney-Purta, 2012)? Is there a reawakening of interest in political socialization (Adolina, 2012)? Is political socialization still relevant in a world of conflict and change? I propose to discuss the emergence of “political socialization”, reasons for its decline, its present state and then outline what I consider to be a new agenda for political socialization as a scholarly area of inquiry. Keywords: Political socialization – political learning – conflict and cultural change – agents of political socialization – dissent and disobedience – socializing environments and contexts. ----- Bibliography: Ichilov, Orit: Political Socialization In A World Of Conflict And Change, PCS, 2-2013, pp. 109-119. https://doi.org/10.3224/pcs.v4i2.19799

In the education of colleges and universities, counselors play the role of managers, which is an indispensable and important force in the ideological and political education of college students. Influenced by the characteristics of the position of counselor, counselors can give full play to their unique advantages in carrying out ideological and political education for college students. At the same time, the connection between counselors and students should be closer, which also allows counselors to have a better understanding of the specific situation of students, so counselors can optimize ideological and political education according to the actual situation of students in ideological and political education. However, according to the current situation of ideological and political education of college counselors in China, it can be found that there are still problems such as single working methods, so educators should optimize the ideological and political education of college counselors according to the current situation of college education, so as to meet the actual needs of students for ideological and political learning. This paper will explore the effective path of college counselors to do a good job in college students' ideological and political education, hoping to bring some reference suggestions for the majority of educators.

This chapter tests our theory of social reproduction of political engagement using the Citizenship Education Longitudinal Study (CELS) dataset. First, it tests if young people (11–16) from more disadvantaged backgrounds have less access to the learning for political engagement in the form of political activities at school and an open classroom climate. Then, second, it tests if young people from more disadvantaged backgrounds actually gain more from political learning experiences at school. These hypotheses are tested in this chapter in the context of lower secondary education in England. The findings show that it is access to political learning that is creating the highest barrier to disadvantaged youth political engagement and that access to citizenship education slightly reduces inequalities in political engagement.

Big data is not only a technological innovation but also provides a new value and methodology, which provides new ideas and methods to enhance and improve the effect of education and makes the realization of personalization of ideological and political education possible. In this paper, based on the disciplinary knowledge model, we draw a knowledge structure map, organize the learning resource base, prepare disciplinary quizzes, and obtain effective student assessment data. By analyzing student assessment data, we construct a learner interest model to accurately locate the learners’ ideological and political learning needs. Modeling student behavior during video learning of ideological and political courses on the online course platform of universities. Quantify the quality of online learning from the perspective of learning participation time. Then, a learning behavior sequence is defined to describe ideological and political online learning behavior. Finally, two ideological and political education courses in the online learning platform of a university are analyzed for students’ learning behavior, and optimization suggestions for ideological and political education in colleges and universities are proposed based on the analysis results. The geometric means of play completion of the two ideological and political courses are 0.6391 and 0.7907, and the coefficients of variation of the courses are 0.1738 and 0.2136, which indicate that students’ play completion in the two ideological and political courses deviates from the mean value. The results have strong practical application value and provide a new perspective for carrying out personalized education of ideology and politics in colleges and universities in a digital environment.

Under the dual background of the in-depth promotion of international integration of industry and education and the connotative development of higher education, ideological and political education in universities, as the core link to implement the fundamental task of fostering virtue and cultivating people and cultivate international interdisciplinary talents, has attracted much attention for its effectiveness. Students' practical interest is the key to stimulating the attractiveness of ideological and political education, solving the dilemma of "formalization" and improving the effectiveness of education. It is also the starting point for ideological and political education to connect with the international practice of integration of industry and education and meet the growth needs of students. From the perspective of students' practical interest, this paper analyzes the internal correlation between students' practical interest and ideological and political education in universities under the background of international integration of industry and education, dissects the prominent problems of current ideological and political education in terms of content, mode, practice, evaluation and carrier, and puts forward targeted optimization suggestions combined with teaching practice. The aim is to solve the problem of disconnection between ideological and political education and students' practical interest, enhance the pertinence and effectiveness of ideological and political education, help universities cultivate young people of the times with firm faith, international vision and practical ability, and provide a reference for the reform of ideological and political education.

While citizenship acquisition varies across the EU, children of immigrants are expected to comprise a growing share of the voting-age population in the coming years. Consequently, understanding the factors influencing their political integration has garnered increasing attention from researchers and policymakers. Existing studies highlight the complex and context-dependent interplay of structural, cultural, and policy-related factors that shape immigrant political engagement. Additionally, some scholars have noted that the standard model of youth political socialisation—where political learning is transmitted from parent to child—may be “disrupted” in immigrant families. Against this backdrop, this article investigates the critical role of family political discussions and parent–child political alignment in (re)producing ethnic inequalities in political engagement among late adolescents, using Lombardy (Italy) as a case study. The project MAYBE—Moving into Adulthood in uncertain times: Youth Beliefs, future Expectations, and life choices (University of Milan) collected survey data from 2,756 final-year high school students (aged 18–19) between February 2023 and March 2024, including 620 students with migrant backgrounds. The study applied a multilevel regression model—spanning 81 schools, 165 classes—to investigate individual and contextual factors, such as the classroom political climate and municipal electoral competitiveness. Migrant parents navigate the host country’s political environment with varying levels of familiarity, shaped by their connections to the political culture of their country of origin. Findings suggest that these dynamics create unique pathways for the political socialisation of their children, in which the influence of socioeconomic status and intergenerational social learning on political engagement differs significantly from the patterns observed among native-born youth.

This article argues that schools are political as well as educational institutions. It examines the nature of political learning in three different contexts — political indoctrination, political socialisation and political education. It provides international examples of the ways in which political learning takes place in all three contexts and suggests that genuinely open and democratic political education is not very common, often even in those countries that term themselves democracies. Taught courses of politics in three different national and ideological contexts are compared to illustrate the distinction between political socialisation and political education.

Views from the Social Sciences.- Learning from Extant Cultures of Peace.- Political Economy of Peace.- War in Peace: Cultural Regulation of the Construction-Destruction Dynamic.- Culture Change: A Practical Method with a Theoretical Basis.- The Paradigm Challenge of Political Science: Delegitimizing the Recourse to Violence.- Assessing the Peacefulness of Cultures.- Building the Eight Bases for a Culture of Peace.- Peace Education: Its Nature, Nurture and the Challenges It Faces.- Gender Equality and a Culture of Peace.- Social Cohesion and Tolerance for Group Differences.- Democratic Participation.- Open Communication.- Human Rights and Peacebuilding.- International Security.- Sustainable Development.- Tools for Building Cultures of Peace.- Nonviolent Action, Trust and Building a Culture of Peace.- Negotiation and the Shadow of Law.- Deliberate Dialogue.- Restorative Justice and Prison Reform.- Police Oversight.- Personal Transformations Needed for Cultures of Peace.- Achieving Peace in the Family.- Participatory Approaches to Community Change: Building Cooperation through Dialogue and Negotiation Using Participatory Rural Appraisal.- Community Reconciliation and Post-Conflict Reconstruction for Peace.- Reconciliation as a Foundation of Culture of Peace.- Using the Tools to Build the UN Bases.

With the rapid development of technologies such as big data analysis, machine learning, and cloud computing, artificial intelligence has made breakthrough progress in many fields. Artificial intelligence technology has also brought profound changes to higher education. Therefore, the ideological and political course in colleges and universities should integrate artificial intelligence technology into the teaching of ideological and political education and create an “intelligent ideological and political learning” to adapt to the goal of educational reform in the new era. This paper presents a research method of innovation ability of ideological and political course based on BP neural network and improved k -means clustering algorithm. Firstly, this method obtains the objective index that can comprehensively measure the learning ability through BP neural network and acquires the evaluation score of learning ability. Then, SPSS software is utilized to test the correlation between the influencing factors and the index, harvesting the factors that significantly affect graduate students’ ideological and political learning ability. Finally, an improved k -means clustering algorithm is designed, which clusters the graduate students according to the different characteristics of the survey objects and gives targeted suggestions for each class of individuals to improve their ideological and political learning ability. The experimental results indicate that the proposed method is feasible and effective. The research method of ideological and political course ability proposed in this paper is of great significance to the promotion of ideological and political education in the era of big data.