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Challenge

Adultcentrism in Educational Relationships

Adultcentrism in Educational Relationships

Creating Awareness of Adultcentrism in Educational Relationships through Game-based Learning
Closed for application

Our challenge

Adultcentric bias can create barriers in recognizing the capacities of children and youth to contribute to society as they can be pre-judged to be ‘incompetent’ or ‘not-yet developed’ due to their age. The central challenge in this course is to propose an age-sensitive game for adults to raise their awareness of adultcentrism in their educational relationships with children and youth.

Study format
Blended
Application period
18 April – 10 June 2024
Study period
5 September – 25 November 2024
Credits
3 ECTS
Pace
0%
Hosting university
University of Stavanger
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Learning outcomes

Learning outcome 1

The candidate has knowledge of critical developments in age-inclusive educational research and psychology.

ESCO SKILLS

Learning outcome 2

The candidate has knowledge of the Challenge Based Learning (CBL) method.

ESCO SKILLS

Learning outcome 3

The candidate can apply critical knowledge to promote more age-inclusive intergenerational relationships.

ESCO SKILLS

Learning outcome 4

The candidate can apply the CBL method to propose a game to raise awareness of adult centrism.

ESCO SKILLS

Learning outcome 5

The candidate has awareness of the ethical challenges related to raising critical self-awareness among adults in educational contexts with children and youth.

ESCO SKILLS

Learning outcome 6

The candidate can apply the CBL method to finding multidisciplinary solutions.

ESCO SKILLS

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Information

This challenge addresses an often-neglected dimension of diversity and inclusion which is ‘age’, particularly ‘minor age’. Adultcentric bias can create barriers in recognizing the capacities of children and youth to contribute to society as they can be pre-judged to be ‘incompetent’ or ‘not-yet developed’ due to their age. Raising critical self-awareness of adultcentrism among adults in educational contexts can support them to develop more age-inclusive attitudes towards children and youth in daily life. However, this process of raising critical self-awareness related to one’s own adult age can bring up emotional responses e.g., fear, guilt, insecurity, denial etc. that can create obstacles in the learning process of adults and might worsen intergenerational differences.

The central challenge in this course is to propose a game to be used by adults to raise the awareness of the psychological concept of ‘adultcentrism’ among adults in educational relationships with children and youth.

A key ethical question in developing a game for this purpose is whether the design of such a game  is age-sensitive towards adult learners.

The participants work in a Challenge Based Learning framework to propose a game designed for raising critical self-awareness i.e., of adult-centric biases, among adults in educational relationships with children and youth. The activities include readings, podcasts, teamwork, lectures and workshops. Participants will work part-time, digitally, over a period of three months with a 5-day visit to the University of Stavanger.

Hosting university

University of Stavanger

University of Stavanger