Today’s guest post is by Dr. Thomas Harper, an Associate Lecturer in the School of Social Sciences, Humanities, and Law at Teesside University and an Embedded Evaluation Researcher at Sheffield Hallam University. He teaches in the fields of History, Politics, and International Relations and publishes on AIDS policymaking and public health in the US and UK.
Role playing as revolutionary students in the 1960s was a watershed moment.
I was recently tasked with delivering a seminar on revolutionary protest with a focus on the French student protest movement that gained traction at the Sorbonne in 1968.
For my seminar, I wanted to do something different – push the boat out a little. Having read articles published by ALPS, I was inspired to try something new – simulation and role play.
My pitch – I asked my group to become ‘revolutionary students’ for an hour!
The scenario I provided was as follows:
‘You are students at another French university in 1968 who share similar feelings of discontent as those at Sorbonne. You have formed a student action group for the purpose of developing a revolutionary manifesto akin to the Sorbonne Student Manifesto. You will make your decisions on your manifesto as a group using a majority vote. Added caveat: only the person holding the Umbrella of Truth can speak.’
Yes – we used my umbrella because – shock – it was raining in the North East of England.
Having spent the first hour discussing revolutionary protest and student movements to provide context, I supplied the Sorbonne Student Manifesto and organised the room into a large circle with me as a spectator sitting outside the circle without access to the Umbrella of Truth.
I would be lying if I didn’t admit to adopting role play with caution. I am new to using simulation and role play as a teaching tool.
An hour sat in a circle discussing a political manifesto written by French students in the 1960s – what could possibly go wrong?
What if they don’t get into it? A room devoid of engagement was an almost primal fear. Beyond sitting beside a silent seminar circle was the prospect of a rowdy rabble of revolutionary students. More specifically, a small group of students dominating the ‘decision by committee’ we had agreed on.
Enter, the Umbrella of Truth.
Inspired by William Golding’s Lord of the Flies, I adopted the Umbrella of Truth as a mechanism to direct discussion, much like the powerful and ill-fated ‘conch’ the stranded boys used to achieve order on the island they were stranded on.
This was a master stroke – modest, I know.
The Umbrella of Truth’s created space for each student to speak without contest. Every student spoke at some stage – every single one!
What did I do? I listened to them and laughed with them as they explored the mindset of revolutionary students in 1960s France. My group became almost consumed by the scenario. (I had to close the session after running over by nearly twenty minutes on a Friday afternoon!)
Upon reflection, role playing as revolutionary students in the 1960s was a watershed moment.
Honestly, I think I gave simulation and role play a tough go before running this session. I was probably naïve to the benefits it could provide as a teaching tool. When I use it in the future, I might push harder and split my students into two opposition groups and then provide time to debate. We shall see.
Nevertheless, it was fun, and my group truly engaged with the ideas and contexts shaping student protest to the extent that they developed a fresh take that they believed would have mobilised political action in 1960s France better than those at the Sorbonne.
Hi Thomas – great to read this piece, thanks for sharing it! It really sounds like a great exercise – amazing that they were so enthused that the session ran over. I can’t believe you managed to find a silver lining in the constant presence of rain, congrats to you and your umbrella of truth!