JPSE: The Inclusive Classroom Reading List

This collaboration brings together articles published in the Journal of Political Science Education that discuss classroom approaches related to teaching about race, racism, social justice and civic action. Our reading list offers a range of materials – from syllabi, reading lists to active learning assignments – that discuss classroom practices through the lens of identity, gender and power relations. It includes a model for professors who are interested in partnering with local community activists to design civically engaged courses, with specific examples covering research and organizing around affordable housing issues. An additional article asks students in introductory politics courses to play board games to confront contemporary racial inequality, particularly the racial wealth gap. In addition to civic engagement and active learning assignments, this reading list also provides strategies to teach race at majority white institutions, meditations on approaching a student body whose racial identity is different than the faculty member’s and teaching to a majority white student body as a BIPOC. This reading list also features a variety of articles advocating for making the study of race the central component of multiple political science introduction courses, offering educators a variety of tools to accomplish this task through diverse mediums, including images and fiction.

This essay collection encourages political science educators to center systemic racism and social justice in their classroom pedagogical practices. All of the articles are now open access through the end of December 2021. We thank Taylor & Francis for their partnership.

Educate would also like to thank Victor Asal former JPSE Editor in Chief and the the previous JPSE editorial team for their help developing this list.

-Bennett Grubbs, Editor, Educate, American Political Science Association.

Article Title
Hard Truths: The Importance of Teaching Race in an Introductory American Government and Politics for Undergraduate
Rongal D. Watson
December 2019
Seeing White Through Rap: A Classroom exercise for examining race using a hip-hop video
Robert Stein
August 2011
Review of Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race
Michelle Deardorff
November 2017
Teaching Race and Social Justice at a Predominantly White Institution
Kelly Bauer and Kelly Clancy
September 2017
The Continuing Significance of History: An-Active Learning Simulation to Teach about the Origins of Inequality
Vanessa Stout, Kelsy Kretschmer, and Christopher Stout
January 2015
The Professor, Pluralism, and Pedagogy: A Reflection
Michelle Deardorff
June 2013
Towards and Intersectional Political Science Pedagogy
Amy Cabrera Rasmussen
January 2014
You Hafta Push”: Using Sapphire’s Novel to Teach Introduction to American Government
Christine Pappas
February 2007
Teaching Community Organizing and the Practice of Democracy
Jyl Josephson
February 2018
Teaching the Arab World and the West… As an Arab in the West
Samar Abboud
May 2015
What’s in a Name… Or a Face? Student Perceptions of Faculty Race
Jaenatte Morehouse Mendez and Jesse Perez Mendez
January 2018
A Model Minority? The Misrepresentation and Underrepresentation of Asian Americans in Introductory Textbooks
Okiyoshi Takeda
April 2016
Teaching Introduction to American Government/Politics: What We Learn from the Visual Images in Textbooks
Marcus D Allen and Sherri Wallace
February 2010
An Experiment of Community Based Learning Effects on Civic Participation
 Jungbae An, Hyodong Sohn and In Tae Yoo
November 2018

About the Journal

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. In particular, the journal’s Editors welcome studies that reflect the scholarship of teaching and learning, or works that would be informative and/or of practical use to the readers of the Journal of Political Science Education, and address topics in an empirical way, making use of the techniques that political scientists use in their own substantive research.


Educate’s #BLM resource collection is part of APSA’s Diversity and Inclusion Program initiative to amplify research and teaching on systemic racism and social justice.

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