The Political Systems of the Basque Country: Is a Non-Polarized Scenario Possible in the Future?
By Pedro Ibarra, University of the Basque Country, Leioa, Spain and Igor Ahedo, University of the Basque Country, Leioa, Spain
One of the keys to our discipline is to make students understand that politics consists of finding collective solutions to manage those problems previously interpreted as privately. One of the great successes of feminism has been its ability to show that gender inequalities respond to social and structural realities and not to personal or private problems. These inequalities do not disappear in political science classrooms. On the contrary, as we show in this text, male students assume public, productive and rational roles while female students have a more private, reproductive and emotional vocation. This triple dichotomy affects students and generates inequalities in groupwork. In many cases, female students work more in the development of group work, but they face difficulties in oral presentations. This poses a double problem for many female students, who assume greater responsibility in the collective management of learning, but obtain worse results. In this text, we present a teaching sequence implemented on the first day of a subject that implements the Project-based learning methodology.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.