The BREXIT and Putnam’s Two-Level Game Model: A Teaching Case Experience in a Foreign Policy Analysis Class

Abstract

Active learning is an engaging way of teaching and even experienced professors may not know how to start implementing its techniques to make classes more dynamic. Teaching cases can be a very useful active method of instruction, as an opportunity to assign students roles in the case discussion, centering them as the protagonists of their own learning process. In other words, students will learn by doing, as they will be engaged in thinking and communicating on the topic. This paper presents a teaching case on the Brexit process to introduce central concepts of Putnam’s Two-Level Game model, such as level of negotiations, chief negotiator, win-set, voluntary defection, involuntary defection, and ratification. We assessed learning with self-perception questionnaires before and after the activity. The results suggest the activity improved the understanding of all selected topics covered in class.

Keywords:

• Teaching case
• foreign policy analysis
• Brexit

Notes

1 The process from its referendum campaign to formal withdrawal from the European Union. We do not focus on its effects.

2 These concepts were chosen following two different considerations: (a) the concept/expression is either core to the understanding of the two-level game’s idea; (b) or it is a concept/understanding generally misunderstood by students (based on our personal experience in class). Other professors may intend to work on different concepts and still use this framework, adapting it to his/hers objectives. The authors are available to discuss different uses of this framework.

3 Figures from 1 to 5 available on: https://docs.google.com/document/d/1Oj2l2f1PAEq4GJbvQTSfFOYDJhAPl_ie/edit#

4 According to the professor’s criteria. We suggest broad media coverage sites such as BBC and El País (for instance: https://www.bbc.com/news/uk-46318565).

5 All students signed a voluntary consent term before the research.

Additional information

Notes on contributors

Gabriela Gonçalves Barbosa

Gabriela Gonçalves Barbosa holds a PhD in Political Science/International Relations from the Federal University of Pernambuco (UFPE, Brazil). She is a member of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relations, where she develops active learning and teaching methods and techniques in International Relations. She is currently a professor in the International Relations course at State University of Paraiba - Brazil.

Ana Paula Maielo Silva

Ana Paula Maielo Silva holds a PhD in Political Science from The State University of Campinas (Unicamp, Brazil). She completed her postdoctoral studies at Macquarie University, Australia. She is a member of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relations, where she develops active learning and teaching methods and techniques in International Relations.

Elia Elisa Cia Alves

Elia Elisa Cia Alves holds a PhD in Political Science/International Relations from the Federal University of Pernambuco (UFPE, Brazil). She is a member of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relations, where she develops active learning and teaching methods and techniques in International Relations. She is the coordinator of the Teaching and Methods group at the Political Science Brazilian Association (2020–2022).

Cristina Carvalho Pacheco

Cristina Carvalho Pacheco holds a PhD in Social Sciences from The State University of Campinas (Unicamp, Brazil). She completed her postdoctoral studies at American University (CLALS), with a CAPES-Fulbright scholarship (2013–2014). She is the coordinator of Mettrica Lab, the Applied Research Group on Teaching and Active Learning Strategies in International Relations, where she develops active learning and teaching methods and techniques in International Relations. She is Academic Advisor at INCT-INEU.