Simulating with Care

Some Thoughts on Mitigating the Potential for Harm in Social Studies Simulations

Abstract

This editorial commentary and introduction addresses the ethical concerns with simulations for social studies education. While simulations can be a powerful pedagogy for engaging students in perspective taking and decision-making, the harmful and inappropriate use of simulations is well documented. Simulations have the potential to harm students by enacting curricular violence, stereotyping, appropriation, and the reproduction and normalization of oppressive systems. However, with careful pedagogical mediation, these potential harms can be mitigated. This article discusses how simulations may harm students and provides guidance for navigating ethical concerns when using simulations for social studies education.