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    Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis Group in British Journal of Educational Studies on 22/01/2016, available online: http://www.tandfonline.com/10.1080/00071005.2015.1133798

    Accepted author manuscript, 126 KB, PDF document

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Communicating politics

Research output: Contribution to journalJournal article

Published
<mark>Journal publication date</mark>2/07/2016
<mark>Journal</mark>British Journal of Educational Studies
Issue number3
Volume64
Number of pages21
Pages (from-to)315-335
Publication statusPublished
Early online date22/01/16
Original languageEnglish

Abstract

In the context of higher tuition fees, the Government’s employability agenda and growing concern for defined career development strategies among young people, there is a need more effectively for Politics programmes to foster the capacity to communicate politics. Without communicating the implications and relevance of politics the subject and the skills derived from studying within Politics the discipline, Politics departments may face recruitment difficulties that those in, for example, the natural sciences, vocational subjects or the ascendant Business Management, may not. This article examines pedagogical means of promoting the capacity to communicate politics as part of an overall programme which integrates outreach, widening participation, recruitment, undergraduate study and employability activities. I focus, in particular, on applying salient approaches prominent within the Politics pedagogical literature to the development of the curriculum of a third year undergraduate module in the Department of Politics, Philosophy and Religion at Lancaster University: PPR389: Communicating Politics. I suggest that incorporating active learning and innovative teaching and assessment methods provides opportunities for meeting both student recruitment and employability agendas in Politics and beyond.

Bibliographic note

This is an Accepted Manuscript of an article published by Taylor & Francis Group in British Journal of Educational Studies on 22/01/2016, available online: http://www.tandfonline.com/10.1080/00071005.2015.1133798