ABSTRACT
This chapter explores the use of simulations and games to address sensitive and serious diversity-related issues. It includes a discussion of the challenges and advantages of a pedagogical approach and lists additional resources for further exploration of the method. In introducing simulations and games, the instructor changes from provider of knowledge to facilitator of discoveries. Effectively using simulations and games requires that instructors recognize that there are two components of teaching, namely, the content and the process. Advocating and using simulations and games in the classroom do not necessitate choosing process over content. With some thoughtful preparation, it is possible to achieve a well-balanced mix between content and goal-oriented process through simulations and games. Preparation for simulations and games can be time-consuming in the beginning. Using simulations and games involves a certain level of risk. Debriefing usually serves as a good transition into a discussion of cultural differences, cultural biases, and issues related to acculturation.
