Date of Paper/Work
Doctor of Education in Leadership (Ed.D.)
Type of Paper/Work
Seehwa Cho, Ph.D.; Katherine Egan, Ph.D.; Kerry Frank, Ph.D.
This dissertation is a qualitative multi-case study of educators who use experiential methods to unlearn racism analyzed through the lens of critical theory. The study focused on the experiences of both experiential and critical teachers and their students in an antiracism simulation. Nine teachers and twenty-four students participated. Three different anti-racism simulations were used for the study. The purpose of the study was to explore what happens for both teachers and students in an anti-racism simulation, examine how race plays a part in teaching and learning about racism, and secondarily explore a possible intersection between experiential education and critical pedagogy. A key focus in the study was on the role race plays in the ability to teach an anti-racism simulation, and the student’s ability to unlearn racism. The data show that simulations as a critical methodology can be transformative in the lives of students. Simulations offer a practical method for teaching the abstract concepts of critical theory. The data also point to racial identity development in both teachers and students as an indicator of openness to dealing with issues of race. This study offers insight to practitioners on how to approach unlearning other “isms,” and attempts to advance the discourse on the intersection between critical and experiential pedagogy.
Racism, Experiential and Critical teachers with students in an Antiracism Simulation, Critical and Experiential Pedagogy
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
McKinney, Karen, "Making Pedagogy Political: An Examination of Simulations on Race" (2011). Education Doctoral Dissertations in Leadership. 22.