Beyond the Empathy Machine: Trauma-Informed Facilitation for Immersive Social Justice Learning
DOI:
https://doi.org/10.56198/jaczge88Keywords:
Immersive Learning, Trauma-Informed PracticesAbstract
This study describes how post-secondary institutions can use immersive media to support social justice and equity-oriented learning, while avoiding treating immersive media as a simple empathy machine. Without thoughtful design, partnerships, and facilitation, immersive experiences can become performative, emotionally overwhelming, or disconnected from deep reflection and action. A relationally grounded programming model is presented for adopting affordable VR and 360° film in informal learning spaces to support dialogue on workplace bias, gender equity, homelessness, and Indigenous Peoples’ experiences in Canada. Additionally, psychologically safer and trauma-informed facilitation practices are outlined, including transparency, choice and consent, and voluntary sharing. Early observations suggest growing demand for facilitated immersive social justice learning beyond the classroom.
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The papers in this book comprise the proceedings of the meeting mentioned on the cover and title page. They reflect the authors' opinions and, in the interests of timely dissemination, are published as presented and without change. Their inclusion in this publication does not necessarily constitute endorsement by the editors or the Immersive Learning Research Network.
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