Colonialism and Critique: A Simulation

• In Event: 3423 - Teaching and Learning Symposium Roundtable
  In Informal Discussion Roundtable: Table 4: Active Learning I

Abstract

Many recent approaches to teaching emphasize the importance of active learning and direct experience to maximize student engagement and outcomes. However, some lessons deal with social realities that cannot be experienced firsthand for practical or ethical reasons. For these, simulation is a viable approach to teaching. Beyond simply sharing a method for teaching about colonialism, this presentation will: a) present simulation as an active and experiential approach for processes that cannot be directly observed, and b) illustrate how shortcomings inherent in simulations can be leveraged to encourage critical student inquiry. We demonstrate this approach by using the board game ‘Catan’ (formerly ‘Settlers of Catan’) to teach students about colonialism, globalization, and related processes that are difficult to experience or conceptualize as a whole. In the game, students each take on the role of colonial empires settling a new land. There, they compete over land and resources to achieve the greatest level of development. Like all simulations, ‘Catan’ is imperfect. Indeed, as a commercially produced game intended for entertainment and not education, it reflects an inaccurate understanding of colonialism. In simplifying reality, it simultaneously distorts it. To stimulate critical analysis, students are assigned readings on the socio-historical realities of colonialism as well as post-colonial critiques of the era. After discussion of these readings and the ensuing discussion, students identify differences between historical colonialism and colonialism as modeled in the game: the absence of natives, the re-investment rather than pure extraction of resources, lack of resource depletion, pollution or environmental degradation, and so forth. To conclude the exercise, students propose and justify modifications to the game to make it a more accurate simulation of colonialism. This helps them to learn about the topic, but it also enhances their ability to think critically about games and other simulations.

Authors

• Jeffrey S. Debies-Carl, University of New Haven

• Matthew Wranovix, University of New Haven