| 1. |
- Corron, Amy, et al.
(författare)
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Game Over : The Perils of Framing Feminist Game Design Pedagogy as Repair versus Transformation
- 2022
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Ingår i: Catalyst: Feminism, Theory, Technoscience. - : University of Toronto Libraries - UOTL. - 2380-3312. ; 8:2, s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- Drawing on the experience of a multiyear research project bringing transformative pedagogies to game design education, we provide a critical reflection on the lack of sustainability of the project. Upon examination, we see that some reasons behind this perceived failure are due to institutional systems of power that seek to neutralize transformative feminist pedagogy as performative repair, resulting in the maintenance of existing curricula. Instead of fully engaging with transformative pedagogies, these teaching and learning methods are used as tools to provide a cursory fulfillment of the deep need for social justice education in games. We examine the ways in which structures and systems continually devalue and de-resource pedagogical work, specifically pedagogies that are centered in feminist, anti-racist, and critical approaches, as well as our own complicity within these oppressive structures at times. We draw connections with relevant disciplinary perspectives on higher education, and conclude by offering a framework for understanding the pitfalls that can hamper work with transformative pedagogical aims, characterized by the types of labor used to maintain the status quo, as well as a set of recommendations for moving beyond the frame of repair to sustainably and radically disrupt dominant pedagogies in games and related disciplines.
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| 2. |
- Davies, Sarah, et al.
(författare)
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Pinboarding the Pandemic: Experiments in Representing Autoethnography
- 2022
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Ingår i: Catalyst: Feminism, Theory, Technoscience. - : University of Toronto Libraries - UOTL. - 2380-3312 .- 2380-3312. ; 8:2
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Tidskriftsartikel (refereegranskat)abstract
- This visual essay draws on an autoethnographic study to present snapshots of mundane academic practice during the pandemic, using these to reflect on care and care practices within academia. Our approach is inspired by a “pinboard” (Law 2007): we use an echo of the two-dimensional space the pinboard offers to present our material through logics of juxtaposition and resonance, rather than attempting to craft a linear argument.
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| 3. |
- Gondouin, Johanna, et al.
(författare)
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Indian native companions and Korean camptown women : Unpacking coloniality in transnational surrogacy and adoption
- 2022
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Ingår i: Catalyst: Feminism, Theory, and Technoscience. - : University of Toronto Libraries - UOTL. - 2380-3312. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- The article argues that transnational adoption and surrogacy from South Korea and India are shaped through US and British imperial and colonial histories in Korea and India respectively. We focus on the reproductive labor of “native companions” in early British India and kijich’on (camptown) women in post–World War II Korea. The management of native women’s sexuality was crucial for maintaining social order, political stability, and for consolidating capitalism through the commodification and devaluation of colonized reproductive labor. The configuration of historical legacies is unpacked through the idea of coloniality, the constitutive dark side of modernity, which reproduces subalternity and exploitation of racialized bodies. The reproductive labour of Korean birth mothers and Indian surrogate mothers is formed and shaped by the colonial and imperial formations of gender, sexuality, kinship and family, in which white supremacy and exploitation of Indian and Korean women was at the core. We argue that these formations are re-configured in the present through three mechanisms that enable contemporary practices of adoption and surrogacy: the transformation of waste into profit, the erasure of non-white mothers, and the trope of the white savior.
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| 4. |
- Henriksen, Line, et al.
(författare)
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Hello, Twitter Bot! : Towards a Bot Ethics of Response and Responsibility
- 2022
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Ingår i: Catalyst: Feminism, Theory, Technoscience. - : University of Toronto Libraries - UOTL. - 2380-3312. ; 8:1, s. 1-22
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore the troubles and potentials at stake in the developmentsand deploymentsof lively technologies like Twitter bots, and how they challenge traditional ideas of ethical responsibility. We suggest that there is a tendency for bot ethics to revolve around the desire to differentiate between bot and human, which does not address what we understand to be the cultural anxieties at stake in the blurring boundaries between human and technology. Here we take some tentative steps towards rethinking and reimagining bot-human relationships through a feminist ethics of responsibility as response by taking as our starting point our own experience with bot creation, the Twitter bot “Hello30762308.”The bot was designed to respond with a “hello”to other Twitter users’ #hello, but quickly went in directions not intended by its creators.
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| 5. |
- Parvin, Nassim, et al.
(författare)
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Mess and Making Matters in Feminist Teaching
- 2022
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Ingår i: Catalyst: Feminism, Theory, Technoscience. - 2380-3312. ; 8:1, s. 1-45
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Tidskriftsartikel (refereegranskat)abstract
- How do materials and making come to matter in the messy practices of feminist teaching? This Lab Meeting shares examples of interdisciplinary work in feminist making and teaching across a range of contexts (AI portraiture, printmaking, quilting, musical performance, game design, theater, storytelling, and more) to extend the discussion of materials in feminist thought, a topic of long-standing importance in the field. As a group of theorist-practitioners, the contributors to the Lab Meeting share an interest in bridging the conceptual and material via a scrappy mode of making and inquiry that does not seek to remediate chaos but rather engage it, in all its complexities. Each contributor captures multiple interpretations of mess, making, storytelling, and education from a feminist perspective. Together, they offer insights into the liberatory promise of material engagements.
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