It's a Bit Inappropriate: UK Students' Negative Perceptions of Using Humor in Teaching Politics
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| Title: | It's a Bit Inappropriate: UK Students' Negative Perceptions of Using Humor in Teaching Politics |
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| Language: | English |
| Authors: | Martin, Alexander P. (ORCID |
| Source: | Journal of Political Science Education. 2023 19(2):231-249. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Students, Student Attitudes, Negative Attitudes, Humor, Teaching Methods, Political Science, International Relations, Teacher Student Relationship |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/15512169.2022.2131560 |
| ISSN: | 1551-2169 1551-2177 |
| Abstract: | Existing literature on using humor in teaching identifies several social and pedagogical benefits, ranging from making students feel more comfortable and interested in the subject matter to facilitating a critical pedagogy approach. However, there are several risks associated with humor attempts that are detrimental to learning and to student experiences. Through analyzing qualitative data from three focus groups (FGs) with 2nd and 3rd year Politics and/or International Relations (Pol & IR) students, this article advances a student-centric understanding of the pitfalls of using humor in content delivery. While humor is often subjective, timing, frequency, established conventions, subject matter, and lecture persona all impact how students perceive humor used by lecturers. This article juxtaposes existing literature on approaches to using humor in teaching, and its pedagogical benefits, with empirical evidence of student perspectives and expectations to highlight the practical challenges and risks of including humor attempts in effective Pol & IR teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1389277 |
| Database: | ERIC |
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| Abstract: | Existing literature on using humor in teaching identifies several social and pedagogical benefits, ranging from making students feel more comfortable and interested in the subject matter to facilitating a critical pedagogy approach. However, there are several risks associated with humor attempts that are detrimental to learning and to student experiences. Through analyzing qualitative data from three focus groups (FGs) with 2nd and 3rd year Politics and/or International Relations (Pol & IR) students, this article advances a student-centric understanding of the pitfalls of using humor in content delivery. While humor is often subjective, timing, frequency, established conventions, subject matter, and lecture persona all impact how students perceive humor used by lecturers. This article juxtaposes existing literature on approaches to using humor in teaching, and its pedagogical benefits, with empirical evidence of student perspectives and expectations to highlight the practical challenges and risks of including humor attempts in effective Pol & IR teaching. |
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| ISSN: | 1551-2169 1551-2177 |
| DOI: | 10.1080/15512169.2022.2131560 |
