Toward a More Just Approach to Poverty Simulations

Autor/inn/en	Browne, Laurie P.; Roll, Susan
Titel	Toward a More Just Approach to Poverty Simulations
Quelle	In: Journal of Experiential Education, 39 (2016) 3, S.254-268 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825916643832
Schlagwörter	Poverty; Simulation; College Students; Learner Engagement; Case Studies; Experiential Learning; Instructional Effectiveness; Longitudinal Studies; College Instruction; Undergraduate Students; Citizen Participation; Student Surveys; Reflection; Student Experience; Outcomes of Education + Suchen Sie Ihr Suchwort? Armut; Simulation program; Simulationsprogramm; Collegestudent; Case study; Fallstudie; Case Study; Experiental learning; Erfahrungsorientiertes Lernen; Unterrichtserfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschullehre; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Schülerbefragung; Studienerfahrung; Lernleistung; Schulerfolg
Abstract	Poverty simulations are a promising approach to engaging college students in learning about poverty because they provide direct experience with this critical social issue. Much of the extant scholarship on simulations describe them as experiential learning; however, it appears that educators do not examine biases, assumptions, and traditions of power inherent in some traditional approaches. This is particularly problematic with poverty simulations because they are tools designed to specifically address systems of inequality and oppression. This case study describes an attempt to implement a poverty simulation and measure its longitudinal effectiveness and uses findings from this study to examine poverty simulations as contexts for experiential learning. It is argued that, when implemented without critical consideration, simulations might actually perpetuate inequality rather than empower students to address poverty through civic action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01