The Model United Nations (MUN) as a simulation tool embedding decolonisation pedagogy in international social work education

Abstract

This reflective article examines the use of the Model United Nations (MUN) pedagogy in an international social work subject at an Australian university. We used MUN simulations to develop students’ critical thinking and decision-making skills while engaging with global issues including power, justice and decoloniality. Acknowledging that both the UN and MUN were built on colonial foundations, we adopted a third-space methodology incorporating decolonising pedagogy. This approach enabled students to critique the UN and social work profession, challenge Eurocentric frameworks and broaden their understanding of global social work practice. We conclude with practical tips for replicating this approach.