Adapting LaleoLab: A Multicultural Approach to Gender Awareness in Education - Dr Sara Parisi, Dr Andreana Pastena, Ninna Makrinov, David Reynolds

This funding contributed to a larger ongoing project aimed at translating and adapting the LaleoLab board game from Italian to English. The LaleoLab game was originally developed by Italian researchers to encourage critical reflection on gender stereotypes and roles and was included in the Gender Equality Plan 2022-24 of the University of Naples. Following its success in Italy, this project seeks to broaden its reach by making the game accessible to English-speaking audiences.

A key aspect of the English adaptation involves revising and expanding the game's “special cards,” which showcase historical figures who challenged traditional gender norms or whose achievements were historically overlooked. Although the existing cards already feature individuals from various countries, our aim is to enrich this representation by including diverse voices and global narratives.

Therefore, the funding supported the organisation of the workshop ‘Gender Roles and Stereotypes across Cultures through a Board Game’, where students engaged in discussions, research, and the development of new "special cards”. The event took place on 18 June 2025 in the Ramphal Building (R2.41), from 12.30 to 3.30pm, and brought together 16 student participants. A pizza lunch created a welcoming environment and helped participants to get to know one another before the session began. Icebreaker activities, including prompts, set a friendly and collaborative tone. The workshop was facilitated by three members of the team (Sara Parisi, Ninna Makrinov, and David Reynolds), and two student assistants (Disha Bhuiyan and Emily Waltham).

The workshop encouraged participants to explore how gender stereotypes and the language surrounding them shape attitudes and contribute to inequalities, particularly across different cultural contexts. Students shared ideas on how to translate and adapt the game sensitively for English-speaking users.

Another key goal was to collect feedback on improving inclusivity and accessibility within the special cards by suggesting new figures and rethinking how role models are represented. As an outcome, participants’ contributions will inform the creation of new special cards to be integrated into the English adaptation and possibly into the original Italian version. Overall, the workshop was a valuable and engaging learning experience. Students responded enthusiastically, reporting that the activity helped them reflect on inclusive awareness and recognise gender bias as a cross-cultural phenomenon. Feedback was extremely positive, confirming the value of gamified learning as a method for promoting reflection, collaboration, and social awareness.

The workshop consisted of a series of interactive activities designed to engage participants in reflection, dialogue, and creative collaboration. The session unfolded as follows:

1. Introductions: The team briefly introduced themselves and their respective roles.

2. Drawing activity: Participants took turns flipping over cards depicting various roles and had two minutes to illustrate each one. While sharing their drawings, participants also introduced themselves.

3. Game presentation: One of the game’s collaborators and members of our team, Dr Andreana Pastena, joined the session remotely via Microsoft Teams to introduce the LaleoLab project. She explained its background and development process, enriching participants’ understanding of the game.

4. Taboo card activity: Participants competed in small groups to guess cards as quickly as possible. The activity was followed by a reflective discussion on the varying levels of difficulty, the choice of taboo words, and ideas for improving both the cards and the gameplay experience.

5. Case studies: A set of case studies was presented, focusing on individuals who defied gender stereotypes across different historical and cultural contexts.

6. Gender gaps overview: Participants were introduced to key data on gender disparities in education, employment, and pay. This provided an evidence-based framework for understanding ongoing inequalities and contextualised the subsequent discussion on gender expectations and barriers.

7. Keep or Discard activity: Participants examined the complete set of special cards evaluating the familiarity and representativeness of the figures featured. They discussed how to achieve a more balanced and inclusive selection.

8. Card creation: Participants proposed new individuals who challenged gender norms and contributed to social change.

9. Translation and cultural adaptation: Participants discussed potential challenges of translating and adapting the game for English-speaking contexts.

The project has significantly encouraged interdisciplinary collaboration and strengthened connections among staff members with diverse areas of expertise. It brought together scholars from education, modern languages, research methods, and digital marketing, fostering an integrated approach to the translation, cultural adaptation, and dissemination of the game. The event also created meaningful links across departments within Warwick and beyond. This network has laid the groundwork for future interdisciplinary projects exploring gender, language, and learning through play.

The team is currently preparing two academic articles analysing the workshop’s methodology and findings.