| 1. |
- Malazita, James, et al.
(författare)
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Disciplining Games
- 2024
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Ingår i: Game Studies. - : Game Studies. - 1604-7982. ; 24:1
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Tidskriftsartikel (refereegranskat)abstract
- How is game research constructed and enacted as a discipline, or anti-discipline, in contemporary culture and academia? In a field often heralded for and defined by interdisciplinarity, how is identity developed? Who gets to say what counts as games scholarship, and who can participate? In this article we offer a counter-reading of game research's oft-deployed concept of interdisciplinarity, highlighting how interdisciplinary commitments can serve to support neoliberal formations of the university and undermine political scholarship as much as they can serve as a liberatory framework. As the field of game research continues to institutionalize, with undergraduate programs and new graduate programs growing in size and number, and as new junior scholars enter the academic workforce, conversation is needed about the character of the field’s interdisciplinarity. How game research can structure itself to act as a supportive and protective force for junior, marginalized and precarious scholars is not just a question of university administration, but of the epistemic underpinnings of the field itself.
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| 2. |
- Rouse, Rebecca, et al.
(författare)
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Critical Disciplinary Thinking and Curricular Design in Games
- 2023
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Ingår i: Design Issues. - : MIT Press. - 0747-9360 .- 1531-4790. ; 39:1, s. 88-104
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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