Abstract
In this chapter, we introduce an innovative pedagogy to teach comparative public policy courses. The course instructor can match her class with other classes in different policy contexts, here, in this case, Taiwan and mainland China. The students can voluntarily form groups to video chat with their peers in the other country or region, and they are required to present their findings after comparative policy analyses. By exposing the students to different policy contexts, they can learn CPP through a really comparative approach. We review the design and implementation of this pedagogical experiment and the learning outcomes achieved during the processes. We discuss the opportunities and challenges in applying this pedagogical innovation in comparative public policy courses.
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Ma, L., Wang, Cy. (2022). Teaching Comparative Public Policy Comparatively. In: Nair, S., Varma, N. (eds) Emerging Pedagogies for Policy Education. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-16-5864-8_11
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DOI: https://doi.org/10.1007/978-981-16-5864-8_11
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