دورية أكاديمية
(De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning through Simulation
| العنوان: | (De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning through Simulation |
|---|---|
| اللغة: | English |
| المؤلفون: | Carrick-Hagenbarth, Jessica, Maton, Rhiannon M. |
| المصدر: | Journal of Transformative Education. Apr 2023 21(2):262-282. |
| الإتاحة: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Transformative Learning, Refugees, Educational Theories, Simulation, Teaching Methods, Economics Education, Power Structure, Education Majors, Instructional Effectiveness, Social Change, Attitude Change, Student Attitudes, Kinesthetic Methods, Affective Behavior, Cognitive Processes, Learning Processes, Colonialism, Educational Change, Exhibits, Physicians |
| DOI: | 10.1177/15413446221107918 |
| تدمد: | 1541-3446 1552-7840 |
| مستخلص: | This article employs transformative learning and decolonial theories to investigate the efficacy of simulation pedagogy for undergraduate student learning about refugees and the internally displaced. The simulation of refugee experience was adapted from the Doctors Without Borders' "Forced From Home" exhibit and facilitated by an experienced affiliate for eighty-nine education and economics undergraduate students. Data include surveys, debriefing discussions, and written reflections. We ask: Does simulation pedagogy support transformative learning toward the decolonial goals of recognizing and deconstructing current power relations? How or how not? Overall, we find that simulation pedagogy successfully supports initial stages of transformative learning through engaging a combination of kinesthetic (body), affective (heart), and cognitive (mind) realms to shift students' perspectives and knowledge. Through a decolonial lens, we chronicle the strengths and limitations of transformative learning processes and find that the simulation pedagogy achieved a combination of colonial and decolonial purposes. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1373439 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 1541-3446 1552-7840 |
|---|---|
| DOI: | 10.1177/15413446221107918 |