Developing student-constructed scenarios to explore gender issues

Abstract

This chapter focuses on the use of scenario-based learning to involve students directly by having them investigate their own positions on gender issues. He shows how student-constructed scenarios can offer different perspectives: that of the creator, those of the various social actors within the scenario and those of different members of the audience observing the unfolding events. During an analysis of these multiple perspectives,the author discusses the efficacy of this issues-based approach for achieving desired learning intentions.