Sight Beyond Sight: A Conceptual Exploration of the ‘Gaze’ in Facilitating Simulations

Naweed, A; Leigh, E

Sight Beyond Sight: A Conceptual Exploration of the ‘Gaze’ in Facilitating Simulations

Naweed, A Leigh, E

Permalink

Publisher:: SAGE Publications
Publication Type:: Journal Article
Citation:: Simulation & Gaming, 2021, 52, (3), pp. 290-311
Issue Date:: 2021-06

Closed Access

	Filename	Description	Size
	10468781211006154.pdf	Published version	1.28 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Naweed, A
dc.contributor.author	Leigh, E
dc.date.accessioned	2023-04-20T23:04:59Z
dc.date.available	2023-04-20T23:04:59Z
dc.date.issued	2021-06
dc.identifier.citation	Simulation & Gaming, 2021, 52, (3), pp. 290-311
dc.identifier.issn	1046-8781
dc.identifier.issn	1552-826X
dc.identifier.uri	http://hdl.handle.net/10453/170044
dc.description.abstract	<jats:sec><jats:title>Background:</jats:title><jats:p> This article connects disparate components in simulation. The central component is that facilitators manage simulations as learning contexts. The second concerns a perception of simulations as safe containers, implying the existence of impermeable barriers between simulation and dangers of reality. However, when stepping into the facilitation space, facilitators encounter a third component—the gaze. A concept from critical theory and psychoanalysis, this refers to acts of seeing and being seen, of/by themselves and others, and can engender heightened awareness as facilitators see themselves from the focal point of multiple lens, and within a container that may not be so impermeable. </jats:p></jats:sec><jats:sec><jats:title>Aim:</jats:title><jats:p> To increase understanding of simulation skills and development options for facilitators, we explore these components using: a) novice to expert progression; b) power relationships; and c) the body memory as key factors which may influence the intensity and direction of awareness. </jats:p></jats:sec><jats:sec><jats:title>Method:</jats:title><jats:p> A narrative-based analysis of literature examines instances where awareness of self, and/or others influences how facilitators operate within simulations. </jats:p></jats:sec><jats:sec><jats:title>Results:</jats:title><jats:p> Aware that simulations create uncertainties, facilitators may experience greater anxiety than those managing non-facilitation settings. They must navigate participants through emergent conditions wherein the unexpected can conspire to render safe containers permeable, and alter participants’ expectations. Increased understanding of the impact of gaze may enable facilitators to respond flexibly to unanticipated developments. </jats:p></jats:sec><jats:sec><jats:title>Conclusions:</jats:title><jats:p> Understanding the impacts of the gaze within and beyond a simulation may enable facilitators to prepare internally—and perform externally. A conceptual framework is developed to assist facilitators reflect and identify applications. </jats:p></jats:sec>
dc.language	en
dc.publisher	SAGE Publications
dc.relation.ispartof	Simulation & Gaming
dc.relation.isbasedon	10.1177/10468781211006154
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1701 Psychology, 1702 Cognitive Sciences
dc.subject.classification	Education
dc.title	Sight Beyond Sight: A Conceptual Exploration of the ‘Gaze’ in Facilitating Simulations
dc.type	Journal Article
utslib.citation.volume	52
utslib.for	1701 Psychology
utslib.for	1702 Cognitive Sciences
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
utslib.copyright.status	closed_access	*
dc.date.updated	2023-04-20T23:04:57Z
pubs.issue	3
pubs.publication-status	Published
pubs.volume	52
utslib.citation.issue	3

Abstract:

Background: This article connects disparate components in simulation. The central component is that facilitators manage simulations as learning contexts. The second concerns a perception of simulations as safe containers, implying the existence of impermeable barriers between simulation and dangers of reality. However, when stepping into the facilitation space, facilitators encounter a third component—the gaze. A concept from critical theory and psychoanalysis, this refers to acts of seeing and being seen, of/by themselves and others, and can engender heightened awareness as facilitators see themselves from the focal point of multiple lens, and within a container that may not be so impermeable. Aim: To increase understanding of simulation skills and development options for facilitators, we explore these components using: a) novice to expert progression; b) power relationships; and c) the body memory as key factors which may influence the intensity and direction of awareness. Method: A narrative-based analysis of literature examines instances where awareness of self, and/or others influences how facilitators operate within simulations. Results: Aware that simulations create uncertainties, facilitators may experience greater anxiety than those managing non-facilitation settings. They must navigate participants through emergent conditions wherein the unexpected can conspire to render safe containers permeable, and alter participants’ expectations. Increased understanding of the impact of gaze may enable facilitators to respond flexibly to unanticipated developments. Conclusions: Understanding the impacts of the gaze within and beyond a simulation may enable facilitators to prepare internally—and perform externally. A conceptual framework is developed to assist facilitators reflect and identify applications.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/170044