2022 Conference Archive
Liberatory Design Mindsets and Revolutionary Problem-Solving
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Global Foundations of Character and Leadership is a first-year course that introduces students to learning skills within the liberal arts. I focus on complicating transactional leadership styles by developing liberatory design mindsets. Liberatory design mindsets encourage values that are grounded in recognizing oppression and inspiring courage. To do this, I integrate Augusto Boal’s Theater of the Oppressed activities. TO uses games and dramatized problems to help the audience identify problems and practice solutions. I argue that this work improves students’ ability to recognize oppression, manage fear and conflict, engage in creative problem solving, and challenge existing power dynamics.
Session Format
Research Brief and Reflection Panels
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Hasseler, Terri A., "Liberatory Design Mindsets and Revolutionary Problem-Solving" (2022). SoTL Commons Conference. 52.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/52
Liberatory Design Mindsets and Revolutionary Problem-Solving
Global Foundations of Character and Leadership is a first-year course that introduces students to learning skills within the liberal arts. I focus on complicating transactional leadership styles by developing liberatory design mindsets. Liberatory design mindsets encourage values that are grounded in recognizing oppression and inspiring courage. To do this, I integrate Augusto Boal’s Theater of the Oppressed activities. TO uses games and dramatized problems to help the audience identify problems and practice solutions. I argue that this work improves students’ ability to recognize oppression, manage fear and conflict, engage in creative problem solving, and challenge existing power dynamics.
