Abstract
This paper utilises a theoretical approach to discuss the subversive potential of the Reacting to the Past role-playing game pedagogy to expand experiential learning in higher education. Doing so, this paper asserts, also creates experiences that are not simply focused on the vocational outcomes of university education. Rather, that the soft skills and critical civic engagement enabled by focus on argument and rhetoric. These skills are necessary for radical democratic engagement enable more effective public practices of confronting injustice in a neoliberal curricular climate.
Recommended Citation
Chong, Kyle
(2019)
"Playful Practice: the Democratic Potential of Reacting to the Past as Experiential Learning,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 3:
No.
2, Article 3.
Available at:
https://soundideas.pugetsound.edu/rpj/vol3/iss2/3
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