(En)Gendering Videogame Development: A Feminist Approach to Gender, Education, and Game Studies

Autor/inn/en	Dahya, Negin; Jenson, Jennifer; Fong, Katrina
Titel	(En)Gendering Videogame Development: A Feminist Approach to Gender, Education, and Game Studies
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 39 (2017) 4, S.367-390 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2017.1344508
Schlagwörter	Video Games; Gender Differences; Feminism; Teaching Methods; Inclusion; Intervention; Minority Groups; Females; Disadvantaged; Race; Socioeconomic Status; Literacy; Computer Science Education; Grade 6; Grade 9; Student Attitudes; Student Surveys; Likert Scales; Summer Programs; Pretests Posttests; Mentors; Program Descriptions; Foreign Countries; Secondary School Students; Mixed Methods Research; Canada + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Geschlechterkonflikt; Feminismus; Teaching method; Lehrmethode; Unterrichtsmethode; Inklusion; Ethnische Minderheit; Weibliches Geschlecht; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Computer science lessons; Informatikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Schülerbefragung; Likert-Skala; Sommerkurs; Ausland; Sekundarschüler; Kanada
Abstract	Few studies compare educational programming designed on principles of inclusive pedagogy and feminist practice for both girls and boys. Broadly defined, inclusive pedagogy refers to theory and practice in education that is adaptable and responsive to the intersections of difference (class, race, culture, gender, sexuality, ability) and aims to support learning for students with varying experiences and abilities; feminist practice in education centers the lives, experiences, and needs of girls, women, and gender nonconforming individuals toward equal participation and opportunities for success. The authors of this study designed an intervention to interrupt the disenfranchised position of girls within videogame culture and the tech industry. The outcome of an explicitly feminist project to engage girls in the game making process was also documented. In doing so, the authors challenge the binary framework that positions girls and people of color as disengaged from or disinterested in videogame development and play. Instead, drawing on poststructural feminism, they consider the fluid social and political constructs of gender and race, and demonstrate through empirical evidence how changing the conditions of video game development related to gender, race, and socioeconomic resources can engender radically different results. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01