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USING SCIENCE FICTION AND CREATIVE WRITING IN A POLITICAL SCIENCE CLASSROOM


February 8, 2024

POLITICAL SCIENCE EDUCATOR: VOLUME 27, ISSUE 2

Reflections

--------------------------------------------------------------------------------

By Jeremy F. G. Moulton (jeremy.moulton@york.ac.uk)

Aside from reading the odd political thriller novel, for many the link between
creative writing and political science will seem like a tenuous one. The use of
the scientific method (as the name political science obviously implies) means
that the study of politics has largely focused on hypothesis testing through
qualitative and quantitative approaches – methods outside of that remit might,
within this logic, be viewed therefore as illegitimate (Trepanier 2020, 1).
However, studying creative writing can teach us a lot about both historic and
contemporary understandings of politics and that the application of creative
writing exercises can add to political science education. Creative writing can
disrupt the norms of students reading journal articles and textbooks.

The capacity for using creative writing as part of my teaching practice has
interested me over the last few years. I began integrating it more into my
courses. In part, this is made easier as one of my main areas of research and
teaching interest is environmental politics – a subject area that demands
students engage with a range of “what if” questions about the future, be it ones
marked by ambitious environmental action or ones where environmental inaction
has devastated the human and non-human world alike. While not exclusive to the
subject area, environmental politics is a field where students’ creative
imagination is especially useful in engaging with the subject area.

Creative writing has the potential to add excitement to courses by disrupting
the established patterns of teaching and learning of university classrooms.
Whilst I would disagree with Porritt’s (2005) claim that environmentalism is
‘depressing and dowdy’, it never hurts to try and add vibrancy to a field of
study. In fact, this is already happening to some extent within the political
sciences. For example, International Relations (IR) has been noted as having
taken a contemporary ‘aesthetic turn’, one that has stretched into IR pedagogy
and included the use of creative writing (James 2021). This aesthetic turn is
one that already builds on the humanistic approach in IR, one that more squarely
focuses on world politics through the lens of individual experiences and values
(e.g. Alker 1996). Commenting on this development, Ramel and Vergonjeanne (2022)
emphasize the potential to boost students’ hope for the political futures that
they envision through engagement with creativity as part of the teaching and
learning process.

There are two primary benefits of using creative writing in the political
science classroom to deepen student engagement with the subject area. Firstly,
the use of fiction anchors discussions around conceptions of environmentalism
and different modes of governing the human-environment relationship. Secondly,
the use of an in-class creative writing exercise gets students to consider
possible environmental futures.

Fiction can shape discussions of political possibilities. Utopias and dystopias
can create binaries of future possibilities that illustrate the ills of our
present age. Two works, in particular, have been useful reference points in my
own environmental politics teaching: Ursula le Guin’s The Dispossessed and
Ernest Callenbach’s Ecotopia: The Notebooks and Reports of William Weston. Both
lean more towards the utopian than dystopian. They balance portrayals of
important “whats ifs” in their fictional accounts of attempts to reset the
human-environment relationship. These fictional accounts can, in turn, be used
as stark contrasts with contemporary norms, providing the kind of
counterfactuals which are key to political science hypothesis testing (Fearon
1991).

Interestingly, Callenbach, the author of Ecotopia, made a clear prescription for
engaging with potential environmental futures through creativity, arguing that
“It is so hard to imagine anything fundamentally different from what we have
now… But without these alternate visions, we get stuck on dead center. And we’d
better get ready… We need to know where we’d like to go” (Callenbach quoted in
Timberg 2008). This framing provides a good introduction to the second way that
I see creative writing as beneficial to the political science classroom – by
asking our students themselves to write.

Of course, not every political science student will jump at the chance to write
creatively. After all, perhaps there is a reason they chose not to study
creative writing at university. However, there is a clear benefit in doing so:
One that, if communicated to them, should allay concerns. Especially within
environmental politics, there are many parts of contemporary society that are
taken for granted and yet are key drivers of environmental destruction (for
example, see Moulton 2023 for one specific example of this approach in
practice). Challenging students to write fictional accounts of worlds without
economic growth or consumerism, for example, gets them to experiment with
thinking that otherwise might be limited by ingrained imaginaries.

This is not a practice that needs to be limited to the study of environmental
politics. Asking our students to think creatively could provide a new framing on
many different situations and issues that we study within the political sciences
(for other examples that link science fiction and political science see Weldes
2006). These exercises can provide refreshed thinking and approaches that can
enable our students to best engage with the problem of the day.

References

Alker, Hayward R. 1996. Rediscoveries and Reformulations: Humanistic
Methodologies for International Studies. Cambridge: Cambridge University Press.

Fearon, James D. 1991. “Counterfactuals and Hypothesis Testing in Political
Science.” World Politics 43(2): 169-195.

James, Patrick. 2021. “Developing a Course on Security and Intelligence with Spy
Novels: An Extension of the Science Education Initiative into International
Relations.” Journal of Political Science Education 17(S1): 527–544.

Moulton, Jeremy. F. G. 2023. “Writing the Future? Creative Writing in the
Classroom.’ Active Learning in Political Science. 18 October 2023. [Online].
https://activelearningps.com/2023/10/18/writing-the-future-creative-writing-in-the-classroom/

Porritt, Jonathon. 2005. Capitalism as if the World Matters. London: Earthscan.

Ramel, Frédéric. & Vergonjeanne, Anaëlle. 2022. “Creative Pedagogy in IR
Examination. When Fiction Unleashes the Learning Process.” Journal of Political
Science Education 19(4): 531-544. https://doi.org/10.1080/15512169.2022.2122832

Timberg, Scott. 2008. “The Novel that Predicted Portland.” The New York Times,
12 December. Retrieved 15 November, 2023.
https://www.nytimes.com/2008/12/14/fashion/14ecotopia.html

Trepanier, Lee. 2020. “What Can Political Science Learn from Literature?” The
Political Science Reviewer 44(1): 1-19.

Weldes, Jutta, ed.. 2006. To Seek Out New Worlds: Science Fiction and World
Politics. Basingstoke: Palgrave Macmillan.

--------------------------------------------------------------------------------

Jeremy Moulton is a Lecturer in the Department of Politics and International
Relations, University of York in the United Kingdom.

--------------------------------------------------------------------------------

Published since 2005, The Political Science Educator is the newsletter of the
Political Science Education Section of the American Political Science
Association. All issues of The Political Science Educator can be viewed on APSA
Connects Civic Education page.

Editors: Colin Brown (Northeastern University), Matt Evans (Northwest Arkansas
Community College)

Submissions: editor.PSE.newsletter@gmail.com

--------------------------------------------------------------------------------

APSA Educate has republished The Political Science Educator since 2021. Any
questions or corrections to how the newsletter appears on Educate should be
addressed to educate@apsanet.org

--------------------------------------------------------------------------------

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