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Cultural Capital in the Classroom: The Significance of Debriefing as a Pedagogical Tool in Simulation-Based Learning.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Richards, Bedelia Nicola Camuso, Lauren |
| Copyright Year | 2015 |
| Abstract | The exploration of social inequality is a cornerstone of Introduction to Sociology courses. Students often grasp the influence of economic capital on constructions of social inequality (Coghlan & Huggins, 2004; Simpson & Elias, 2011) but fail to understand the influence of nonfinancial assets as clearly. Similarly, students study how inequality manifests itself in particular social institutions yet often fail to recognize the extent to which these institutions participate in the reproduction of social inequality. This paper’s analysis of a simulation game called “Cultural Capital in the Classroom” addresses the challenge of teaching about social inequality to students from privileged social class backgrounds, and it highlights the central role of the post-simulation reflection—debriefing—in developing critical thinking. While debriefing is acknowledged as an important element of simulation-based learning (Cantrell, 2008; Fanning & Gaba, 2007; Wickers, 2010), it remains virtually ignored within the sociology pedagogy literature. |
| Starting Page | 94 |
| Ending Page | 103 |
| Page Count | 10 |
| File Format | PDF HTM / HTML |
| Volume Number | 27 |
| Alternate Webpage(s) | https://scholarship.richmond.edu/cgi/viewcontent.cgi?article=1069&context=socanth-faculty-publications |
| Alternate Webpage(s) | http://www.isetl.org/ijtlhe/pdf/IJTLHE1908.pdf |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/EJ1069802.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
