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Volume 1 Number 2
  • E-ISSN: 3051-1208
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Samenvatting

Abstract

There has been much debate about using role play in the classroom. It can be particularly problematic where the issues being looked at involves discrimination. Starting from an examination of the research into the benefits and demerits of using role play as a learning pedagogy in learning about genocide, this article goes on to report on a case study of such an approach in a high school in Scotland. The entire year group (aged 12-13) were involved. The learning was to use the simulation to show how ‘othering’ can be dangerous. The research involved both observation and questionnaires to both those discriminated against and those who were not. The findings outlined in the article suggests that there was some valuable citizenship learning but whether it needed the difficult circumstances of the simulation to achieve this is much less clear and is open to debate.

© Henry Maitles
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2025-11-01
2026-02-04
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Keyword(s): citizenship; genocide; high school; role play; values
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