Classroom Games to Teach Contemporary Political Theory

Abstract

The use of games and simulation pedagogy has proliferated across political science and international relations, yet remains fledgling in political theory. Irrespective of discipline, the benefit of games and simulations is well established. However, existing simulations in political philosophy tend to address the teaching of the history of ideas, and historical theorists, rather than contemporary political theory. In this paper, I contribute to the increasing use of classroom games in contemporary political theory. I detail two specific classroom games designed for a course at an Australian university. These games address applied issues in contemporary political theory: equality of opportunity, and the right to just remuneration. Specifically, the games are designed to teach Cohen and Swift’s respective conceptions of equality of opportunity, and Van Parijs, Walzer, and Miller on the right to just remuneration. I first set out the design and implementation of the activities, together with possible improvements for instructors. I then address the broader role of classroom games to teach political theory, before concluding by reporting on student feedback.

Keywords:

• Active learning
• role playing
• small groups
• simulations

Acknowledgements

The author is indebted to Jill Sheppard, Bronwyn Radford, Patrick Leslie, and the two anonymous reviewers and journal editor for their invaluable comments and suggestions.

Notes

1 While the games were designed for an in-person classroom, prior to COVID-19 lockdown protocols and the expanded use of online classrooms, they are nonetheless adaptable for online learning. As various online leaning platforms have features enabling group work including breakout rooms, the scope to replicate these games online is not limited. Should online classes remain a part of the post-COVID-19 world, games such as those detailed here can still be implemented effectively online.

2 These indices include “The teachers organisation supported my learning”, “The teacher simulated my interest in the subject matter”, and “Overall the teacher supported my learning”.

3 1 – Strongly Disagree; 2 – Disagree; 3 – Neutral; 4 – Agree; and 5 – Strongly Agree.

4 With a response rate of 21%, the average response score for teacher organisation was 4.6 (standard deviation 0.2), stimulating interest in subject matter was 4.7 (SD = 0.7), and overall support for learning was 4.6 (SD = 0.9).

Additional information

Notes on contributors

Edmund Handby

Edmund Handby is a PhD Candidate at the School of Politics and International Relations at the Australian National University. His primary research interests are conceptual change, the concept of political representation, and method in political theory.