2026/06/27 by Rugare Mugumbate, Jacob Mugumbate, Zhuzhu Liu +1
Psychology · Social Sciences · #Counseling, Therapy, and Family Dynamics #Peace and Human Rights Education #Social Work Education and Practice
paper · doi:10.1177/00208728261453256
crossref issued 2026/06/27 · crossref published 2026/06/27 · crossref published-online 2026/06/27 · openalex publication_date 2026/06/27 · crossref created 2026/06/27 · openalex created_date 2026/06/28 · crossref deposited 2026/07/25 · crossref indexed 2026/07/25 · openalex updated_date 2026/07/26
This reflective article examines the use of the Model United Nations (MUN) pedagogy in an international social work subject at an Australian university. We used MUN simulations to develop students’ critical thinking and decision-making skills while engaging with global issues including power, justice and decoloniality. Acknowledging that both the UN and MUN were built on colonial foundations, we adopted a third-space methodology incorporating decolonising pedagogy. This approach enabled students to critique the UN and social work profession, challenge Eurocentric frameworks and broaden their understanding of global social work practice. We conclude with practical tips for replicating this approach.