Empathy or Apathy? How Capital Constraints Mediate the Efficacy of Experiential Poverty Simulations in the Classroom

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Caroline Archambault, Geerte Verduijn
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引用次数: 0

Abstract

Background: University teachers in various fields have turned to the experiential tool of poverty simulations to help prepare students to work effectively and ethically with people living in poverty. Their efficacy is reportedly mixed. While several studies claim positive results on student knowledge, skills, and attitudes, others highlight risks of creating apathy and otherness. Purpose: This study explores why simulations run the risk of going wrong and what can be done to make them more effective. Methodology/Approach: To explore how student dispositions may have an important mediating effect, author 1 implemented a 6-week poverty simulation in her poverty course on five different cohorts of Liberal Arts and Science undergraduate students in the Netherlands. We study closely their experiences throughout the simulation through classroom observations and discussions, interviews, and questionnaires. Findings/Conclusions: We find that their heightened sense of agency and taken-for-granted economic, cultural, social, and human capital mediate their experience and learning. Implications: To be effective ethical learning tools, especially for students of privilege, poverty simulations should be designed so that students reflect on their privilege. This is best done when simulations are run in such a way that there is time to experience mistakes, and learn from peers/teachers.
移情还是冷漠?资本约束如何调节课堂上体验式贫困模拟的效果
背景:各个领域的大学教师已经转向贫困模拟的体验工具,以帮助学生准备有效和道德地与生活在贫困中的人一起工作。据报道,它们的功效好坏参半。虽然有几项研究声称对学生的知识、技能和态度有积极的影响,但也有一些研究强调了造成冷漠和他人的风险。目的:本研究探讨了为什么模拟会有出错的风险,以及如何使模拟更有效。方法/方法:为了探索学生性格如何具有重要的中介作用,作者1在她的贫困课程中对荷兰五个不同的文科和理科本科生进行了为期6周的贫困模拟。在整个模拟过程中,我们通过课堂观察和讨论、访谈和问卷调查来密切研究他们的经历。研究结果/结论:我们发现,他们高度的能动性和被视为理所当然的经济、文化、社会和人力资本调节了他们的经验和学习。启示:为了成为有效的道德学习工具,特别是对于特权学生,应该设计贫困模拟,以便学生反思他们的特权。当模拟以这样一种方式运行时,最好做到这一点,即有时间体验错误,并从同伴/老师那里学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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