RT Article
T1 Learning About Ourselves: Communicating, Connecting and Contemplating Trans Experience Through Play
JF Gamevironments
VO 17
SP 355
OP 402
A1 Baird, Josephine
LA English
YR 2022
UL https://www.ixtheo.de/Record/1833408942
AB This article posits that intentional non-formal and informal educational game design can provide an opportunity for the safer exploration of, and learning about, (trans)gender subjectivities. Non-formal and informal learning has been shown to be a more accessible and safer proposition for marginalised communities who are often excluded from formal and recognised social institutions. Non-formal and informal learning is also a structurally appropriate approach for exploring counter-normative topics, including diversities of gender and sexualities. I will demonstrate how studies of game-based learning and edu-larp put these principles into practice through gameplay and framing activities which facilitate experiential and situated learning. I will argue that this approach is particularly useful for the simulation of the complex intersectional socio-cultural function of gender. I will conclude that an edu-larp design approach can provide the basis for intentional educational game design utilising principles of safer containers of play, emancipatory bleed, and transformative role-play to explore trans experience, for both trans- and cis-participants alike.
K1 LGBTQ
K1 analog games
K1 Digital Games
K1 edu-larp
K1 game-based learning
K1 gamevironments
K1 informal learning
K1 live-action role-playing
K1 non-formal learning
K1 Trans
DO 10.48783/gameviron.v17i17.200