Table 1 The opportunities for voice and representation incorporated into a simulation framework

Preparation

• Educators are trained to have open discussions that give the opportunity voice to learners

• Authentically collaborate amongst industry, learners and society for co-creation

• Educators and facilitators have an awareness of misrepresentation and misframing

Briefing

• Educators act as facilitators and co-learners rather than taking a top-down approach

• All learners and educators in the learning activity agree that all voices are valued and have thought

• Educators clarify roles so that all involved in the learning activity are afforded the chance to be represented

Simulation activity

• Identify various forms of participation for how to engage and interact

• Enable self-expression and self-representation for learners and educators involved in the learning activity

• Allow learners to embody diverse perspectives in the role they have in the learning activity

• Use voice to provide exposure to diversity that learners otherwise may not have had

Debriefing and/or feedback

• Educator’s use learner-centric behaviours that value learners as legitimate and influential contributors

• Educators generate learners’ appetites to explore concepts of inclusion and diversity

• Clarify who is represented

• Acknowledging the existence of all learners and their contributions to the experience

• Focus on understanding the presence of diverse perspectives

• Train educators to facilitate conversations about unfair distributions, racism, diversity and inclusive attitudes

Evaluation

• Allow learners to articulate their perspectives of needs

• Address any present issues of marginalisation and exclusion

Reflection

• All involved in the learning activity reflect on realities at a distance to allow deconstruction

• Learners and educators involved in the learning activity reflect their perceptions of their social worlds and question stereotypes and/or biases