(De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning through Simulation

Autor/inn/en	Carrick-Hagenbarth, Jessica; Maton, Rhiannon M.
Titel	(De)Colonizing Pedagogy: Possibilities and Tensions in Undergraduate Transformative Learning through Simulation
Quelle	In: Journal of Transformative Education, 21 (2023) 2, S.262-282 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/15413446221107918
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Flüchtling; Educational theory; Theory of education; Bildungstheorie; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Wirtschaftskunde; Unterrichtserfolg; Sozialer Wandel; Attitudinal change; Einstellungsänderung; Schülerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Kolonialismus; Bildungsreform; Physician; Doctor; Arzt
Abstract	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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01