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Troubling games: Materials, histories, and speculative future worlds for games pedagogy
University of Skövde, School of Informatics. University of Skövde, Informatics Research Environment. (Media, Technology and Culture (MTEC))ORCID iD: 0000-0002-3509-8293
University of Skövde, School of Informatics. University of Skövde, Informatics Research Environment. (Media, Technology and Culture (MTEC))ORCID iD: 0000-0001-7008-0526
2022 (English)In: Convergence. The International Journal of Research into New Media Technologies, ISSN 1354-8565, E-ISSN 1748-7382, Vol. 28, no 2, p. 539-560Article in journal (Refereed) Published
Abstract [en]

Games are trouble. As faculty members in a Game Development program we are aware of the troubles. As inside–outsiders, given our status as queer women in the male-dominated Games field, both with interdisciplinary art-tech-humanities backgrounds as opposed to STEM, we are the ones commonly tasked with ‘fixing’ these troubles. This tasking comes to us in the form of both assumptions and requests about our providing particular types of education to others, both faculty and students, as fixes to Game-troubles: teaching the gender module; sitting on an LGBTQ+ committee; advising a particular student who is also outside the more comfortable purview of Games; and so forth. While our labor is often assumed, it is not fully valued, evidenced by the ways in which it is chronically under-resourced. And, given this lack of sustainability, our labor is not effective in the ways we intend. Often, our fixes only serve to a fix ourselves, further cementing us as outsiders. Our fixes are diluted until they become performative gestures, absolving others of the need to act, but changing little else. Acting ‘in a fix’ is something we no longer wish to do. Instead we untangle and re-tangle in a new way, drawing on the work of Feminist New Materialists (Ahmed, 2008; Alaimo, 2016; Alaimo and Hekman, 2008; Barad, 2011; Bennett, 2010; Braidotti, 2013; Coole and Frost, 2010; Dolphijn and Tuin, 2012; Grosz, 1994; Kirby, 1997) to develop imaginative new models for a more just and joyful future Games pedagogy. We share not only our research on this topic, but also invite you into our own intimate experiences of play-making, foregrounding this as knowledge-making too. We offer these crossings between text and context, history and future Ahmed, 2008, memory and fiction as a speculative fabulation for future Games pedagogies.

Place, publisher, year, edition, pages
Sage Publications, 2022. Vol. 28, no 2, p. 539-560
Keywords [en]
Game development, pedagogy, feminism, new materialism, game design, curricular design, social justice, philosophy
National Category
Humanities and the Arts Media and Communications
Research subject
Media, Technology and Culture (MTEC)
Identifiers
URN: urn:nbn:se:his:diva-20932DOI: 10.1177/13548565211063080ISI: 000763578400001Scopus ID: 2-s2.0-85125246239OAI: oai:DiVA.org:his-20932DiVA, id: diva2:1639693
Note

CC BY 4.0

First Published February 22, 2022

Corresponding Author: Rebecca Rouse, Department of Game Development, University of Skövde, Kanikegränd 3A, Skövde 541 28, Sweden. Email: rebecca.rouse@his.se

Available from: 2022-02-22 Created: 2022-02-22 Last updated: 2022-06-21Bibliographically approved

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Rouse, RebeccaHolloway-Attaway, Lissa

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