Feminist Games

quo magis speculativa, magis practica

Month: November, 2014

in 500 words

Received this email today.

Dear IU Student,

Earlier this month Provost Robel sent you a survey link you can use to share your perspective on how sexual assault affects our campus. As the Dean of Students at Indiana University, Bloomington, I wrote a week later to encourage your participation. I write now with a final request, to encourage you to help us eliminate the serious issue of sexual assault from our campus by clicking on the link below and completing this confidential survey. This survey will close on Tuesday, December 2.

The more input that we have from students, the better informed that we will be about creating a safe and caring environment on campus.   We need everyone’s response.  It all starts with you. …


Question 50:

In your own words, please tell us what you perceive to be the challenges in eliminating sexual misconduct at Indiana University: (Maximum of 500 words)

There are a broad range of bureaucratic systems in place that make the University a timely, efficient machine. Strict schedules & deadlines, separate & specialized departments, al a cart course offerings, to name a few. Students move through the system by paying for access and accruing grades for various courses. Many people within the University rationalize these mechanics—used to organize and represent what students are and are capable of—as “levelers,” as in, they level the playing field for students. They provide faculty and administrators with verifiable insight into the capabilities of every student. Herein, then, manifests the problem: The University is systematically designed to participate in an economic industry that would normally *discard defective products;* the University is designed neither to account for sexually active students, nor support traumatized students in the event of sexual misconduct. Read the rest of this entry »

knowledge is not an object

Knowledge is not an object;
knowledge is a relationship
we imagine between our
memories of phenomena, that which
we call “information.”

“Relationship” describes a
dimension of information that
explains the behavior or
appearance of
phenomena that
we process into
understanding. Read the rest of this entry »


janeway 8 janeway 9

draft – to proceed: an exploration of games and learning


In this paper I develop a methodology for thinking about the relationship between learning and gameplay that challenges popular rhetorical frameworks that situate games as either tools or texts. After making a game and discussing its limitations in this paper, I argue for a way of thinking about game design that centers the way designers construct literacies with which to network ideas together in context.


Read the rest of this entry »



“Agency, then, goes beyond both participation and activity. As an aesthetic pleasure, as an experience to be savored for its own sake, it is offered to a limited degree in traditional art forms but is more commonly available in the structured activities we call games. Therefore, when we move narrative to the computer, we move it to a realm already shaped by the structures of games. Can we imagine a compelling narrative literature that builds on these game structures without being diminished by them? Or are we merely talking about an expensive way to rewire Hamlet for the pinball machine?” (382)
  • Navigation 1: Story in the Maze
  • Navigation 2: Rapture of the Rhizome
  • Giving Shape to Anxiety: “Violence Hub”
  • Journey Story & Problem Solving
Janet Murray says that games, “can be experienced as a symbolic drama.” (393) Can you take the elements of an existing story and turn it into a game? Use one or more of the techniques listed above to make a new version of “The Blue Umbrella” (http://vimeo.com/93015909) that gives the “interactor” agency in the construction of a narrative.

Read the rest of this entry »