On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Abstract

This comparative case study presents one key challenge that 2 experienced teachers faced when using simulations: control. Simulations are activities that place high demands on teachers, including the ability to anticipate pitfalls in advance, act in multiple capacities, shape the direction of the activity without unduly interfering, and to be comfortable with the structured chaos that simulations engender. Together these demands strain teachers’ restraint when it comes to control. Utilizing a series of interviews, observations, teacher visions of practice, and documents related to the simulations and context, data were collected on experienced teachers’ perspectives and practices with simulations. As this article indicates, the use of simulations requires teachers to engage in (soft) control that is applied both subtly and conservatively to maintain simulation’s dynamism, verisimilitude, and students’ productive engagement. Without such discretion, (hard) control serves as a destructive form of intervention, serving to undermine these teachers’ articulated goals. Although simulations are the instrument of this investigation, the findings presented in this article are relevant to the larger challenges social studies teachers face in their struggle with control as they aim to teach in more powerful and student-centered ways.

Keywords:

• classroom management
• control
• powerful teaching
• simulations
• social studies
• student centered
• student participation

Notes

¹ Both teacher and school names are pseudonyms.

Additional information

Notes on contributors

Cory Wright-Maley

CORY WRIGHT-MALEY is an Assistant Professor of Education in the Department of Education at St. Mary’s University, Calgary, AB T2X 1Z4, Canada. He can be contacted at [email protected].