Experiential Learning in Simulation to Combat Racial, Social, and Identity-Based Injustices

• In Event: Sunday Roundtable Session 7:45 am
  In Roundtable Session: Addressing Social Justice in Problem-Based and Project-Based Learning (Table 5)

Abstract

This paper outlines an experiential learning model, derived from medical education and utilized in teacher education programs across U.S. and international contexts. Data highlight in-service and pre-service teachers' actions and decisions in three distinct simulated learning environments, with emphasis on teachers' strategies and approaches to countering racial, social, and identity-based injustices.

Authors

• Benjamin H. Dotger, Syracuse University

• Orna Levin, Achva Academic College