Cultural Capital in the Classroom: The Significance of Debriefing as a Pedagogical Tool in Simulation-Based Learning

Autor/inn/en	Richards, Bedelia; Camuso, Lauren
Titel	Cultural Capital in the Classroom: The Significance of Debriefing as a Pedagogical Tool in Simulation-Based Learning
Quelle	In: International Journal of Teaching and Learning in Higher Education, 27 (2015) 1, S.94-103 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Cultural Capital; Simulation; Teaching Methods; Social Differences; Sociology; Race; Social Class; Gender Differences; Sex Fairness; Educational Games; Empathy; Working Class; Student Attitudes; Outcomes of Education; Critical Thinking; Thinking Skills; Skill Development; Validity; Ideology; High Achievement; Introductory Courses; College Students + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Unterschied; Soziologie; Rasse; Abstammung; Social classes; Soziale Klasse; Geschlechterkonflikt; Sexualaufklärung; Educational game; Lernspiel; Empathie; Arbeiterklasse; Schülerverhalten; Lernleistung; Schulerfolg; Kritisches Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Gültigkeit; Ideologie; Einführungskurs; Collegestudent
Abstract	Although social inequality is critical to the study of sociology, it is particularly challenging to teach about race, class and gender inequality to students who belong to privileged social groups. Simulation games are often used successfully to address this pedagogical challenge. While debriefing is a critical component of simulation exercises that focus on teaching about social inequality, empirical assessments of the significance and effectiveness of this tool is virtually nonexistent in sociology and other social sciences. This paper analyzes the significance of debriefing in a simulation game called "Cultural Capital in the Classroom" in order to address this lacunae in the pedagogy literature. The analyses reveal that the simulation contributed to students developing a greater degree of empathy for the working class and that the individual debriefing was a crucial step in developing students' critical thinking skills. Students gain even deeper insights during the collective debriefing session, which influenced them to question the validity of the ideology of meritocracy. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01