Disrupting Monopoly: Homelessness, Gamification and Learned Resourcefulness

Autor/in	Holdsworth, Nadine
Titel	Disrupting Monopoly: Homelessness, Gamification and Learned Resourcefulness
Quelle	In: Research in Drama Education, 26 (2021) 1, S.38-52 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2020.1838270
Schlagwörter	Drama; Resilience (Psychology); Homeless People; At Risk Persons; Educational Games; Social Problems; Risk Management; Social Change; Foreign Countries; Coping; Stress Management; Teaching Methods; Consciousness Raising; Design; Program Effectiveness; Neoliberalism; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schauspiel; Homeless person; Homeless persons; Obdachloser; Risikogruppe; Educational game; Lernspiel; Social problem; Soziales Problem; Risikomanagement; Sozialer Wandel; Ausland; Bewältigung; Stressmanagement; Stressbewältigung; Teaching method; Lehrmethode; Unterrichtsmethode; Bewusstseinsbildung; Neo-liberalism; Neoliberalismus
Abstract	In 2019 a pilot project called 'Homeless Monopoly' evolved in Coventry to investigate how arts methodologies, dramatic scenarios and gamification could be used to raise awareness in young people regarding homelessness. This article investigates the origins and collaborative development of this project, but specifically focuses on how piloting the game in schools, colleges and universities has raised questions about the ways in which resourcefulness and resilience might be taught as adaptive and sustainable strategies through processes of rehearsing and discussing unpredictable challenges, vulnerabilities, support mechanisms and different life outcomes rooted in 'real-world' scenarios. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01