Publication Date
2026
Abstract
This project was born out of curiosity after watching an episode of Dark Tourism. In the episode, host David Farrier embarks on a simulated southern border crossing with a group of tourists to understand the challenges people informally migrating face on the migrant trail. The simulation included coyotes, harsh terrain, staged robberies, and even interactions with border patrol. By the end of the simulation, both the host and tourists articulated an increased understanding of the journey itself. Watching this made me begin to wonder whether an activity like this could be replicated in a classroom setting. Could a similar experience move students beyond abstract theory and into tangible experiences? In collaboration with my advisor, I designed a simulation that utilizes movement and role-playing to personify ethnographic stories and theoretical concepts into an embodied experience. Overall, I argue that Anthropology is best positioned to incorporate experiential learning into the classroom, particularly in teaching migration. By doing so, we can cultivate a deeper understanding of the lived realities of people on the move, which are often difficult to grasp through traditional teaching methods alone.
In section one, I outline the current literature on experiential learning within the anthropological pedagogy. Section two details the creation and implementation of the simulation. Section three analyzes participant responses, both positive and constructive. Section four presents my argument for experiential learning inclusion into classroom curricula as well as my personal reflection.
Recommended Citation
Rule, Katherine
(2026)
"Crossing Borders: Teaching Migration Through Experiential Learning,"
Spectrum: Vol. 14:
Iss.
1, Article 4.
Available at:
https://scholars.unh.edu/spectrum/vol14/iss1/4
