Abstract
As a contribution to the Teaching & Learning Symposium on Comparative Politics organized by APSA, this short article discusses the challenges in Introduction to Comparative Politics classes when comparative political behavior is examined. In the tradition of studying political participation, the discipline has witnessed the development of additional measures and modes of activism. It has become more complicated for instructors to explain the relevance of political participation in a democracy, when a multitude of concepts and measures (voting, protesting, or online political engagement) compete for the attention of citizens. Furthermore, measuring all modes of political activism for many countries has added to the problem. This contribution makes two recommendations about how to teach comparative political behavior in an era when undergraduates are exposed primarily to digital activism.
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