Can Simulations Promote an Inclusive Classroom?

• In Event: Diversified Approaches to Simulation and Games in the Classroom I

Abstract

Embracing positions other than dominant Western perspectives can enhance students’ understanding of diverse viewpoints, ideologies, and needs that shape negotiation processes. This paper argues that simulations can both increase student learning and promote inclusion as students take on identities other than their own. I implement a portable conflict management simulation where students take on leadership roles in a fictitious country falling into, and eventually coming out of conflict. The game accommodates three learning exercises that instructors can adjust to address a range of topics as relevant to their classes, such as colonization, nationalism, federalism, civil war, democracy, representation, civil-military relations, electoral design, and capitalism. Students form coalitions, react to crises, and negotiate various issues leading up to a draft constitution for their new country. The paper uses mixed-methods, blending a quasi-experimental pre and posttest design with qualitative student responses as implemented in an interdisciplinary global studies class.

Author

• Nayma Qayum, Manhattanville College