Critical Disciplinary Thinking and Curricular Design in Games.
This article details a large-scale curricular design project in creating and implementing an MS/PhD in "Critical Game Design." Curricular design and critical scholarship in the analysis and design of games are co-constitutive. Institutional structures build individual and institutional capacity, the...
| Publicado en: | Design Issues Vol. 39; no. 1; pp. 88 - 105 |
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| Autores principales: | , |
| Formato: | Artículo |
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MIT Press
Winter2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=161079404&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 161079404 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 07479360 DIU jtl: Design Issues issn: 07479360 maglogo: N pubinfo: dt: Winter2023 vid: 39 iid: 1 pid: 776 pub: MIT Press artinfo: ui: 161079404 10.1162/desi_a_00708 ppf: 88 ppct: 17 formats: fmt: @attributes: type: P size: 302KB tig: atl: Critical Disciplinary Thinking and Curricular Design in Games. aug: au: Rouse, Rebecca Malazita, James su: Critical thinking Design thinking Games Disinformation Critical analysis sug: subj: Critical thinking Design thinking Games Disinformation Critical analysis keyword: Curriculum Design Game Design Games Studies Graduate Education Social Justice ab: This article details a large-scale curricular design project in creating and implementing an MS/PhD in "Critical Game Design." Curricular design and critical scholarship in the analysis and design of games are co-constitutive. Institutional structures build individual and institutional capacity, they legitimize scholarship, define boundaries of expertise, and contribute to imaginations of disciplinary purview. We reflect on what is at stake beyond the discipline itself in wider digital culture, particularly the spread of disinformation, related growth of anti-academic sentiment, and testing of the foundations of democracy. We examine our own complicity and articulate the space of the games classroom as a site of potential transformation. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Design Issues is the property of MIT Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Design Issues holder: MIT Press dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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