Reexamining the classroom simulation: Guidelines for making affirming pedagogical choices

Abstract

Abstract At the same time teachers and administrators grapple with how to develop teachers’ understanding of diversity, equity, and inclusion in the classroom, recent legislative sessions have unleashed a flood of legislation that seeks to limit teachers from teaching about race, racism, oppression, and injustice in U.S. schools. Teachers are struggling with how to balance student engagement and interest while also tackling these large, complex, and difficult topics. Unfortunately, the continued practice of using classroom simulations that attempt to undertake these difficult topics does not meet the challenge. This article examines the potential dangers when using classroom simulations to teach sensitive topics and provides strategies for teachers to create engaging and innovative lessons that educate and empower, and do not marginalize students in the process. To create classrooms that are safe and affirming, the practice of using classroom simulations needs a renewed examination, particularly ones that delve into culturally and historically sensitive topics.