Pedagogy and the Textbook in Political Science

Abstract

What makes a useful textbook, and can the use of textbooks boost active learning and student satisfaction in political science higher education? Drawing on the author’s own experience of writing a textbook and a student survey, this article articulates some propositions on effective textbook-assisted teaching practice. In seeking to develop a theory of effective textbook use, the article explores the features of textbooks and textbook-supported teaching that work to promote student engagement and the achievement of course-specific learning outcomes. A three-dimensional theory of effective textbook-supported teaching in political science is outlined, contributing to the wider literature on higher education pedagogy. The article shows why textbooks are valuable for teaching and learning, elucidating how they can be used effectively to support student learning. The article concludes that common perceptions of textbooks as “dumbing down” or “lowest common denominator” teaching are misplaced. Rather, textbooks can work as useful primers that leverage student learning and facilitate learners’ access into advanced, specialist scholarship in the field of political science.