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Despite the relevance of qualitative methods in political science, the process of teaching qualitative research has received relatively little attention in the literature. What is it like to teach qualitative research in political science? This paper focuses on the teaching of qualitative research by exploring examples from Brazil. The country is home to some of the largest higher education providers of political science in Latin America; however, the teaching of appropriate research methods is still incomplete. This paper identifies challenges to qualitative methods education in the country and its evolution. It provides lessons about the teaching of qualitative methods that can be relevant to educators in less institutionalized political science departments, to non-English speaking learners, and to Global South scholars. ; FAPESP

A new election approach has been tried out: not an electorate motivation study, but the analysis of how the general elections are a process of power achievement in the pol'al system. The method is qualitative & quantitative: (1) delimiting the diff moments of power distribution; (2) proving that these diff moments are effectively power distributing; & (3) determining the amount of power distribution in each moment. For the Belgian case study, the data are provided by participant observation, exploration of electoral statistics, & 3 ET's (mixed type, by mail, N=100, N=70, N=1,716). There are 5 effective moments in the power distribution by the Belgian general elections: the composition of the lists of candidates, the electoral figure, the electoral behavior, the motivation of the vote, the 'vote to seats transformal calculations.' As the Belgian electorate does not use all the power that it can, a question mark has been put to the antithesis of herrschende Klasse (Rc) & beherrschte Klasse (ruled class), to the 'rulers' & the 'onlyvoters' (Dahrendorf & Lange). By not choosing from the candidates, a possibility the electorate has, the voters give more power to the oligarchic composers of the lists. The voters are only co-actors in the electoral process. Their power is limited to the division of the seats among the several parties. AA.

"Russian Westernizers and Change in International Relations summarizes the Westernizing trend in Russian thought from the early nineteenth century to the present day. The book looks at Russian thinkers and politicians who have considered Western/European civilization to be superior to others and who have drawn the conclusion that Russia consequently ought to align itself with the West, rather than preserving certain traditional Russian values - and that not doing so is an impediment to political, social, and economic evolution. Within this trend of thought, the author identifies four schools - Christian Westernizers, Economic Liberals, Political Liberals, and Social State Supporters - and explores examples of each. The author compares Russian thinkers from different periods, finding contrasts and similarities within their political and historical settings and assessing their responses to their unique circumstances. He analyzes Russian Westernizers' self-definition and ideas of national freedom relative to those of Western nations, exploring how the West's definition of values and institutions have changed over time. He shows how Western historical developments affected waves of Westernization and pro-Western thinking inside Russia, arguing the importance of this being grounded in national state-building priorities. The growing complexity of global relations, the declining global influence of the West, and the war in Ukraine present Russian Westernizers with new questions and challenges, and the book assesses the resulting implications. This book will appeal to students and scholars of Russian foreign policy, Russia-West relations, IR theory, diplomatic studies, political science, and European history including the history of ideas"--