Publications
Carranza Ko, Ñusta and Michael Shochet. 2024. “Exploring Open Education Pedagogy in Research Methods: Diversifying Methods” Journal of Political Science Education.
The benefits of open educational practices that invite students to collaborate and interactively create knowledge are well known. Despite this, it remains underutilized for teaching in research methods classrooms. This article presents a framework for using open pedagogy in undergraduate research methods courses. Drawing upon the knowledge authors acquired from the Open Educational Practices certificate program, this article outlines the development and application of a renewable assignment for research methods, and provides a critical reflection of the students’ experiences. The assignment tasks students with creating an open educational resource that addresses a gap in the existing textbook. Students are asked to identify research methods in other disciplines or look for diverse representations of knowledge acquisition by a community to which they belong. The authors find that this renewable assignment helped students think critically about the potential limitations of the research methods covered in textbooks. Additionally, having students create content that will be used in future iterations of the class increased their level of enthusiasm and excitement for learning. Furthermore, this article discusses how the creation of a renewable assignment in an institutional setting with large minority student representation advanced various aspects of social justice. Particularly, how the assignment and students’ experiences in the creation of knowledge addressed redistributive (having free access to resources), recognitive (views from diverse socio-cultural groups), and representational (self-determination of marginalized peoples) justice. The article concludes with a discussion on the ways to build on the success of this pilot project. |
Young, Laura and Ñusta Carranza Ko. 2019. Game of Thrones and the Theories of Internaitonal Relations. Lanham: Lexington Books.
For eight seasons the hit HBO series Game of Thrones painted a picture of a fantasy world filled with images such as white walkers (the undead), a three-eyed raven, and dragons. All these elements set the series visually apart, far distant from our realities. And yet, after each episode and season, viewers were left pondering about the wars, political games, diplomacy, and human rights violations that somehow resonated with the world today. Laura D. Young and Ñusta Carranza Ko’s groundbreaking book provides the answers to these questions that international relations scholars, historians, and fans have been wanting to know. How does Game of Thrones mirror international politics and how may the series provide a useful tool for better understanding the theories, concepts, and thematic issues in international relations? Game of Thrones and the Theories of International Relations connects the prominent international relations theories—realism, liberalism, constructivism, and critical identity theories—to the series, providing examples from various characters whose actions reflect applied scenarios of decision-making and strategizing. |
Young, Laura, Ñusta Carranza Ko, Michael Perrin. 2018. “Using Game of Thrones to Teach International Relations.” Journal of Political Science Education
Despite the known benefits of long term, game-based simulations they remain underutilized in Political Science classrooms. Simulations used are typically designed to reinforce a concept and are short-lived, lasting one or two class sessions; rarely are entire courses designed around a single simulation. Creating real world conditions in which students operate often requires the development of distinct cultures and shared experiences that only long-term interactions can generate. These long-term interactions create a community where the past interactions of players matter when making decisions about future action. Long-term role playing also gives students a forum to fully immerse themselves in the material resulting in deeper content comprehension. This article presents a framework for using a long-term, game-based simulation based on the popular television show Game of Thrones. The simulation uses an active learning approach to help students understand a variety of topics related to international relations and related fields. The paper concludes with a discussion on how the simulation can be modified to fit a variety of non-political science courses as well as provides the framework for an experimental design to test the effectiveness of the simulation. Dataset for role-playing in the classroom (SPSS format) available upon request |