Engaging with research methods in comparative politics courses: practicing skills, questioning data, reflecting on positionality

This article reflects on a pedagogic experiment of engaging with research methods in the teaching of an undergraduate course on “Contemporary Russian Politics” at Newcastle University (UK). We argue that the incorporation of an explicit and systematic discussion and practice of research methods in a Comparative Politics course is important for three interconnected reasons. First, by introducing students to different aspects of the political system and processes of a state or a region, Comparative Politics courses provide a perfect structure for discussing and practicing a variety of research methods. Second, Comparative Politics courses allow us to work with different kinds of data and support our students to become more critically aware data-users. Finally, they provide us with ample opportunity to reflect on identity construction and positionality: how do we interpret the Other—whether it is a state or a region, how do different data and research methods shape our understanding and knowledge of the Other, and how are our understandings of Self linked to our interpretations of the Other?