Simulated Role Play: Bridging the ‘Knowing/Doing Gap’ in Refugee Law and Policy

Berg, L

Simulated Role Play: Bridging the ‘Knowing/Doing Gap’ in Refugee Law and Policy

Berg, L

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Publisher:: Routledge
Publication Type:: Chapter
Citation:: Teaching Migration and Asylum Law: Theory and Practice, 2022, pp. 147-154
Issue Date:: 2022-12-31

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Field	Value	Language
dc.contributor.author	Berg, L https://orcid.org/0000-0001-8686-6283
dc.contributor.editor	Grimes, R
dc.contributor.editor	Honuskova, V
dc.contributor.editor	Stege, U
dc.date.accessioned	2023-01-08T23:46:15Z
dc.date.available	2023-01-08T23:46:15Z
dc.date.issued	2022-12-31
dc.identifier.citation	Teaching Migration and Asylum Law: Theory and Practice, 2022, pp. 147-154
dc.identifier.isbn	9781003167617
dc.identifier.uri	http://hdl.handle.net/10453/164780
dc.description.abstract	Outside of moot courts, simulations (or complex role-play) rarely feature within traditional doctrinal law curricula. This chapter provides an overview of a simulation that was devised for a curriculum in a Refugee Law course, which was designed to bridge what has been described as ‘the knowing–doing gap’. This chapter explores how this set of simulation-based experiential learning exercises assisted students to integrate course content on Australian and international refugee law with an understanding of the political dynamics underlying refugee policy and debates. It examines the strengths of this form of learning in the refugee context as well as some of the challenges it presents to educators and students. It evaluates anonymous student feedback on the activities to demonstrate how these role-play activities deepened students’ critical capacities and refined their ability to communicate to varied audiences and achieve specific policy or programmatic outcomes.
dc.format.extent	23
dc.language	en
dc.publisher	Routledge
dc.relation	Australian Learning & Teaching CouncilID13-3093
dc.relation.ispartof	Teaching Migration and Asylum Law: Theory and Practice
dc.relation.isbasedon	10.4324/9781003167617-20
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	Simulated Role Play: Bridging the ‘Knowing/Doing Gap’ in Refugee Law and Policy
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Law
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2023-01-08T23:46:14Z
pubs.place-of-publication	UK
pubs.publication-status	Published
dc.location	UK

Abstract:

Outside of moot courts, simulations (or complex role-play) rarely feature within traditional doctrinal law curricula. This chapter provides an overview of a simulation that was devised for a curriculum in a Refugee Law course, which was designed to bridge what has been described as ‘the knowing–doing gap’. This chapter explores how this set of simulation-based experiential learning exercises assisted students to integrate course content on Australian and international refugee law with an understanding of the political dynamics underlying refugee policy and debates. It examines the strengths of this form of learning in the refugee context as well as some of the challenges it presents to educators and students. It evaluates anonymous student feedback on the activities to demonstrate how these role-play activities deepened students’ critical capacities and refined their ability to communicate to varied audiences and achieve specific policy or programmatic outcomes.

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http://hdl.handle.net/10453/164780