Joe Greenwood-Hau
Biographic Data
| ID | 4390702 |
|---|---|
| NAME | Joe Greenwood-Hau |
| GIVEN NAMES | Joe |
| FAMILY NAME | Greenwood-Hau |
| SIGNATURE | GREENWOOD-HAU J |
| AFFILIATIONS | University of Strathclyde |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment
The rise of populism has sparked a debate about the role of facts in public discourse. How should higher education teachers respond? This article reviews the literature on approaches to teaching and identifies and problematises a tension between emphases on facts and thinking. It then outlines the current ‘post-truth’ challenge, which suggests reasserting the importance of facts. The institutional, disciplinary and personal context of the article…
Public Support for Votes at 16 in the UK
With votes at 16 implemented for local and devolved assembly elections in Scotland and Wales, the debate on the issue continues amongst politicians in England and Northern Ireland. Testing arguments that are often made in that debate, we analyse two survey experiments and show that framing on extending rights prompts higher support, whilst framing on policy change depresses support. These effects hold when priming on consistency of legal ages and…
Public Support for Votes at 16 in the UK
With votes at 16 implemented for local and devolved assembly elections in Scotland and Wales, the debate on the issue continues amongst politicians in England and Northern Ireland. Testing arguments that are often made in that debate, we analyse two survey experiments and show that framing on extending rights prompts higher support, whilst framing on policy change depresses support. These effects hold when priming on consistency of legal ages and…
Public Support for Votes at 16 in the UK
With votes at 16 implemented for local and devolved assembly elections in Scotland and Wales, the debate on the issue continues amongst politicians in England and Northern Ireland. Testing arguments that are often made in that debate, we analyse two survey experiments and show that framing on extending rights prompts higher support, whilst framing on policy change depresses support. These effects hold when priming on consistency of legal ages and…
Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment
The rise of populism has sparked a debate about the role of facts in public discourse. How should higher education teachers respond? This article reviews the literature on approaches to teaching and identifies and problematises a tension between emphases on facts and thinking. It then outlines the current ‘post-truth’ challenge, which suggests reasserting the importance of facts. The institutional, disciplinary and personal context of the article…
Law (2 works) · Political science (2 works) · Politics (2 works) · Sociology (2 works) · Critical thinking (1 work) · Educator Training and Historical Pedagogy (1 work) · Electoral Systems and Political Participation (1 work) · Framing (construction (1 work) · Framing effect (1 work) · Gender Politics and Representation (1 work)