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ERIC Number: EJ1152310
Record Type: Journal
Publication Date: 2017
Pages: 24
Abstractor: ERIC
ISSN: ISSN-1071-4413
(En)Gendering Videogame Development: A Feminist Approach to Gender, Education, and Game Studies
Dahya, Negin; Jenson, Jennifer; Fong, Katrina
Review of Education, Pedagogy & Cultural Studies, v39 n4 p367-390 2017
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.
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A