A role-play simulation game to understand theoretical foundations of International Development Education: Creating and Funding projects.

• In Event: Poster session I
  In Poster Session: Poster session 1

Proposal

Graduate students pursuing a master’s degree in International Education are typically first exposed to the main theories guiding international development during their Introductory or “Foundations” class(es). The purpose of this presentation is to share a role-play simulation game conducted during a Foundations class. The goal of the simulation was to understand theoretical foundations of International Development Education through the creation and funding of projects by adopting particular theories, whether they identify with them or not.
Theory is a central concern for international development because it directs action to the actual or perceived causes of development (and under-development) and provides diverse explanations or interpretations for the existence of global inequalities (McMichael, 2012). Regardless of one’s preferred theoretical framework, the international development job market tends to have a “demand for people who know how to prepare, manage, evaluate and increase the impact and efficiency of development projects” (practical skills) (McMichael, 2012, p. 41). Having robust understanding of theories in international development helps you understand the underpinnings of policies and practices to thus engage with and critique them (McCowan & Unterhalter, 2015).

The Simulation

The instructor chooses at least 3 theories of international development (example, Human Capital Theory, Human Capabilities Approach, Marxist Theory). The simulation consists of two parts: the project development and the donors’ panel. Students are assigned 2 roles: one as project developer and one as donor. Each student is assigned to work with one theory for each of her roles (i.e., develop a project as a Marxist, but fund another project from a Human Capital perspective).

In small groups, with the assigned theory for project development, students:

- Develop an original educational program or a project proposal related to some extent to international development (imagining they have “institutional capacity”). Examples are: a community center program, a summer camp, a series of training for population “x”, a school, an after-school program, study abroad project, a mentoring program, etc.

- Some guiding questions are: What are the general principles and assumptions of your theory? How does your theory conceptualize “development” and what is the strategy to get there? what is your theory’s link to education? what is the role of education? How are concepts such as “talent” and “gender” represented? what does “achievement” look like? what is the general mindset of its advocates?

- Once finished, students present their proposal to apply for “funding.” The donors sit all together and critique the project presentations with a series of questions.

Students role-playing “donors” indicate their main theoretical orientation (“mentality”) and ask the following questions after projects are presented:
- How does this project fit or not my theory? How would developers show that the project worked (indicators)? Who are the main beneficiaries? I do not agree with “x,” could the developers justify it? What is their sustainability plan?

The simulation concludes with a positive or negative response from donors and sharing of insights from students regarding the activity.

Authors

• Tani Snyder, Florida International University

• Carol Sanjines, Florida International University

• Fernanda Pineda, FIU