Teaching Social Policy

Edited by Zoë Irving, Emeritus Professor of International and Comparative Social Policy, School for Business and Society, University of York, UK

• Contents:Foreword xiiAcknowledgements xiv1 International, comparative and global perspectives insocial policy teaching: introduction 1Zoë IrvingPART I EXPLORING THE SCOPE OFINTERNATIONAL, COMPARATIVE ANDGLOBAL SOCIAL POLICY TEACHING2 What counts as ‘social policy’ in comparative,international and global context? 13Kevin Farnsworth3 Teaching comparative and international social policythrough the lenses of political economy 26Niccolo Durazzi and Markus Ketola4 Comparative theoretical and methodological approachesin social policy teaching 42Ijin Hong5 Bringing the world beyond welfare states back into socialpolicy teaching 57Ndangwa Noyoo6 Teaching about global social policy 71Noémi Lendvai-Bainton7 Teaching about the role of ideas in social policy 85Daniel Béland and Ronen Mandelkern8 Race matters in teaching about international social policyand protection 98Lata Narayanaswamy9 Bringing gender into teaching social policy ininternational comparative and global context 115Julia LuxPART II CONTEXT AND TOOLS IN TEACHINGAND LEARNING INTERNATIONAL,COMPARATIVE AND GLOBAL SOCIAL POLICY10 Adding the social to the public, and the international tothe social: the study of social and public policy, old and new 130Gaby Ramia11 Teaching qualitative research in comparative social policy 145Sirin Sung12 Teaching international and comparative policy analysis 159John Hudson13 Asynchronous online learning and teaching: principles ofprogramme design, teaching practice, and study support 172Enrico Reuter14 Designing a social policy curriculum for international,comparative and global learning 187Zoë Irving15 Useful sources in social and public policy teaching – anannotated collection of contributor choices 202Edited by Zoë IrvingIndex

‘Boasting an excellent array of contributors, this refreshing and insightful guide supports instructors in reimagining and recontextualizing established debates, and asserting the racialised and patriarchal underpinnings of social policy. Whether you are thinking of developing a new course, unit or programme, or updating and revising established material, this text is a “must-read.” It is also relevant for all instructors seeking to move the empirical and analytical focus of their teaching beyond national boundaries, thereby increasing the relevance and appeal to a diverse student body.’