Some ways to keep on!

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An online journal to keep your hand in for issues that have come up in our class! http://www.firstpersonscholar.com

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LAST DAY! Learning, sharing, making, doing, thinking, acting

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Thursday 12 December, LAST DAY! Learning, sharing, making, doing, thinking, acting

·       LEARNING ANALYSIS DUE & PRESENTED; LOGBOOK 4 DUE; website splash page and data. (And anything you haven't already turned in). All in hard copy in class and electronic copies to gmail. 

On our last day we will share with each other our thoughts on how what we know has changed during our time together.

You will get a written evaluation from me as I look through all your work for the semester. It will come on email, at the email address I have from Testudo's roster. Be sure to check that email to see it and your grade for the semester. I will do my best in the evaluation to share my interest in your work and to offer suggestions for the future. And I would be delighted to see you next term to discuss this class or anything else! I have enjoyed our class so much, and appreciate all of you! 

Passing some sweetness around....

Today we begin for everyone with some exercises, to help us focus and make it a bit easier to share what we have done in the learning analysis. Today each person will speak and offer their own unique sense of traveling through the argument or story of the course. Our personal feelings are, of course, a special part of this. But do think of this primarily as an intellectual sharing of analysis as well as of any careful personal details. Celebrating each others' work and our own, and especially thinking together today about the knowledge we each bring into being is the collective project here, our feminist reconceptualization. So listen as carefully as you speak, because active listening is as necessary to collective thought. If someone else says something you intended to say, then -- thinking on your feet -- find another something to say that is a unique bit of your own work instead. 

Focusing exercises for presenting: 

EVERYONE:

1) find your favorite paragraph in the learning analysis. Put a star next to it.

2) write down what you are most proud of in this paper.

3) put an arrow next to the place you think best describes the argument of the course.

4) write down your favorite reading and be prepared to say what element of its ANALYSIS made it special for you.

PICK ONE OF THESE TOO:

=write about a moment in the course where everything seemed to come together for you.

=write about a moment outside the course where you realized you were using something you had learned in the class.

=write about a moment when you discovered something new about how you were included in the argument of the class. 

WHEN IT IS YOUR TURN TO SPEAK:

pick out four of these to share. Focus on analysis -- of the course, readings, experiences, realizations -- especially, although feelings and politics have important places too. Be mindful of the time -- we want to allow time for everyone in the class to speak today -- give some real details: don't be too general. Do show off the hard thinking you are capable of. Make sure what you say is special and unique.

And may we keep running into each other, over and over, in friendship and connection and intellectual community and joyful living!

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Bateson and learning? reality? how things are connected?

 

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UMD is closed today, Tuesday 12/10/2013

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The University of Maryland College Park is closed today, Tuesday 12/10/2013.

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WE WILL MEET ON THURSDAY AS SCHEDULED FOR LAST DAY OF CLASS! 
NO GRADE WITHOUT LOGBOOK 4! TURN EVERYTHING IN THEN DUE ON THE LAST DAY, AND ANYTHING YOU'VE MISSED CAN BE TURNED IN THEN TOO!

BRING HARD COPIES TO CLASS!

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wishes for you!

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Loving our media ecologies and lives of hope and planetary possibility. 
How to Make a Seed Bomb: http://www.greendiary.com/seed-bomb1.html

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Tuesday 10 December, MORE!! Share Feminism/s, how? with whom? with what fiero?

·       Bateson, “Theory” from Steps (electronic reserves) or here. 

·       Vared, “Beyond Barbie” read the whole thing now (electronic reserves) 

How do Bateson and Vared, from much longer again, put what we have done in the class into context? How might they help you frame your learning analysis? Why could they be helpful?

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What is a double bind? why might it matter to us?





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Bateson and learning? reality? how things are connected?



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Thursday 12 December, LAST DAY! Learning, sharing, making, doing, thinking, acting

·       LEARNING ANALYSIS DUE & PRESENTED; LOGBOOK 4 DUE; website splash page and data. (And anything you haven't already turned in). All in hard copy in class and electronic copies to gmail. 

On our last day we will share with each other our thoughts on how what we know has changed during our time together.

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going meta?

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MIT Media Lab's Lifelong Kindergarden website
Creating your own computer game is child's play (2008) 
Invent to Learn : check out this book!!
Katie's Transmedia Ecologies Learning 

The fourth section of our course:

>>>HOW WE CARE FOR AND WITH PLAY

Put the sections together.... how?

>>>WHAT DOES FUN REALLY MEAN?
>>>GATHERINGS: WITH PROCESSES, THINGS, BEINGS AND DISTRIBUTED POSSIBILITY
>>>MAKING REALITY MATTER, MATTERING REALITIES

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Tuesday 3 December, Share Feminism/s, how? with whom? with what fiero?

·       Explore and review and admire and model what folks have done at NYMG! Bring in printouts of your favorite posts, with thoughts about how these connect with your projects for A Gathering and Gaia, and effects on your own website.

·       PREPARATION FOR THE LEARNING ANALYSIS: do you have questions? You should have started.

What do McGonigal, Reed, and Flanagan have to teach us about the issues raised in the other books that we might have missed if we hadn’t read their work?

Thursday 5 December, Prototyping: website creation and curation

·       YOU HAVE A WEBSITE!

Our fifth “flipping the classroom” Thursday! You MUST BE PREPARED so we can spend our time MAKING THINGS! What are you curating on your website? How does it include what you have learned in this class?

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Practicing meta-cognition: what is it and why should we care? 
From Annenberg Learner: http://www.learner.org/faq/  

09_metacogb

 

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a week without class: of work ahead, and of meditations and celebrations....

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Tuesday 26 November, NO CLASS: WORK AHEAD DAY for Website & Learning Analysis

• Look at and download Instructions for the Learning Analysis: LOOK AT END OF SCHEDULE FOR INSTRUCTIONS TO SUBMIT!
• What are you curating on your website? How does it include what you have learned in this class? Could it be an on-going portfolio of your experiences?

• On the last day of class for the website you will turn in a screenshot or digital pic of your website main or Splash page, a drawing or screenshot of the structure of your site. You will give the url or web address, a few sentences about why you chose your platform and its best features for your purposes, and a bit about why you structured it as you did. 

Thursday 28 November, NO CLASS: THANKSGIVING BREAK 

Many meanings to Thanksgiving, this time and all times. In the midst of celebrations consider the histories of all entangled through these days....

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• Gaia: Worlding and feminist action

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Five technologies:
=reading power (radical semiotics, la facultad, ‘signifyin’
=deconstruction (coatlicue
=meta-ideologizing
=differential perception (nepantla
———————
=democratics, an ethical technology: mobilizes the previous four 

so that agencies can select tactics according to political situation

tactics such as
=integrationism
=revolutionary action
=supremacism
=separtism
=anarchism
=political defense of the human or redefinition of the human
=or even defiance of categorizing as “human”

all this becomes 

A PLACE-BASED ECOLOGICAL ACTIVISM 
IDENTIFYING POLITICAL & CULTURAL PLANETARY GEOGRAPHIES

Sandoval's differential consciousness & oppositional consciousness 

Sandoval essay on Google docs   

I highly recommend Sandoval's Methodology of the Oppressed too. 

Read ahead? Bateson article here. 

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Tuesday of Gaia, we will meet during class time to share our projects, displaying posters and handouts on the walls of our room, walk and talk one-on-one with each other, share questions, observations, excitements! On that Thursday, we will continue to work with the energy generated by the first day of the con, collectively coming up with reflective analysis and more ideas for what comes next!

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graded assignments: paper, poster, learning analysis, logbook, prototyping

Five kinds of assignments are required in this class:

• a research paper with visual handout for con display (enough handout print-outs for all in class), • a research poster for con display, documented with digital pictures (hardcopy in class, electronic to be emailed), • a final learning analysis, • a logbook, • some techno-crafty prototyping activities, some done during class.

The first three: paper, poster, learning analysis, allow you to position the work for the class in various frameworks, or knowledge worlds. In each of these you will work on research, analysis, and critical thinking. Some of this will be in traditional academic forms, some in emerging scholarly practices, but it is possible to combine these also with the techno-crafty delights cons have always shown off as well. And papers and poster projects may be be done with partners or individually, as you choose.

The logbook will help you organize your projects: when you started them, how many drafts you completed, who you worked with, where you are in what you have done, and what still needs to be done. It will be turned in four times during the semester (the first in time for early warning grades), and you won’t get credit for any assignments until the final version is turned in on the last day of class with the final version of the learning analysis. You can download a template for the logbook here. 

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• Gaia: Worlding and feminist action

Week of 19 November:

Gaia Union: peer to peer worlding: click image

“Gaia” is inspired by the environmental interests of FemCon, a feminist gaming convention in Umeå, Sweden. For Gaia you will create either • a paper & handout or • poster & pics (which determined by lot earlier, whichever one you did not do for A Gathering). You may work on these individually or with a partner.

With the help of Nardi, Pearce & Artemesia, or Taylor, you will analyze feminist processes of play, worlding and games as activist actions. You will either begin from • the most urgent feminist issue you care about, exploring gaming and/or virtual world practices that might speak to it; or you will begin from • your own most valued game or virtual world, and analyze its possibilities for the feminist values you most care to embody. ALWAYS make a point of connecting projects to class readings, activities, and discussions. ALWAYS use a standard model for citation and bibliography, even on posters. NOTICE how useful the website Not Your Mama’s Gamer will be here! You may also want to use the web to follow-up or look in greater detail at the kinds of worldings feminisms explore today and ways all of these are promoted in popular and scholarly media.

Remix additions: flip cameras at WMST: Papers and posters may include a range of media creativities, in addition to their analytic aspects. Media fandoms are known for creative work: drawing, mashups, remix, vids, machinima, and more. Any of these may be ADDED to a project if you like. Women’s Studies now has a library of flip cameras for video projects, and you can check one out for a week at a time on a first come, first served basis. Notice that these techno-crafty things are enhancements to the basic project, not a substitute for one, or the only platform! They must be accompanied by a paper or poster no matter what. This is an opportunity to enjoy media learning in alternative forms, but these additions are entirely at your own discretion and pleasure!

Exploring these topics and themes as if at a con means that by attending and listening we will all benefit from the hard work of everyone. Notice that both sorts of projects in both cons should be begun several weeks ahead of their due dates. Not only do you need this time to do any additional research or reading, but to get good grades you need to • write papers in at least three drafts, and • plan out posters carefully to demonstrate both the results of your research and also how you got to those results.

Obviously attending class faithfully and taking good notes will make all this work a lot easier. Lecture materials are displayed on the class website, to be reviewed at any time. In college courses ALWAYS use your projects to demonstrate how you uniquely put together, or synthesize, class readings, mini-lectures and discussion. Make a point of displaying that you are doing all the reading and attending all the classes. Doing this clearly and carefully will demonstrate that this is your own work, and ensure your credit for honesty and for real engagement with the course.

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Map it out for Gaia!

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1) where does the quest begin? <game or fem issue?>
2) who are your companions? <which ethnography and other books/authors>
3) what attributes do you and your companions share? <skills, qualities...>
4) how do these attributes shape the quest? <how will you use?>
5) looking ahead to the goal from where you are now: what can you
see so far along the way of the quest, about how feminist processes 
of play, worlding, and games are activist actions?

DRAW AS A MAP

HOW WILL THIS BE A LEVELING UP FROM THE FIRST CON?

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As you complete your project for Gaia consider this advice for all college courses: In college courses ALWAYS use your projects to demonstrate how you uniquely put together, or synthesize, class readings, mini-lectures and discussion. Make a point of displaying that you are doing all the reading and attending all the classes. Doing this clearly and carefully will demonstrate that this is your own work, and ensure your credit for honesty and for real engagement with the course.

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Tuesday 12 November, Better Realities

·       McGonigal: Reality: finish it up: Part III and all Appendixes

If Reed and McGonigal were going to have a conversation, what would it be about? What would they think of each other? Add yourself to that conversation and say where you would be in it all.

Thursday 14 November, Playful Values and Political Games

·       Values at Play: http://valuesatplay.org/

·       Tiltfactor Lab: http://www.tiltfactor.org/

Explore the sites well enough to talk about the projects and people involved, the motivations, how these are political (and what do you mean by the term?). Flanagan is a major player in all this. How? Put Nardi, Pearce, and Taylor into these contexts and meanings.

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Watch McGonigal again to get ideas about what sort of play we are creating for Gaia!

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Bettering Realities: Gaia, our second Con....

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image from: http://i.stack.imgur.com/asvzJ.jpg

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NOTICE THAT GAIA: CON #2 IS next WEEK! TIME TO GET WORKING ON IT! QUESTIONS? LOOK CAREFULLY AT CONS&THEMES TAB NOW! 

OVER THE WEEKEND, BRING IN FOR TUESDAY:

We discussed in the last class where you need to be on Tuesday for Workshop 2 next week! 

=You should have figured out whether you are working with a collaborator or not.

=You should know whether you start your project from a game, or from a social issue. That's the first step in the process for Gaia. 

=You should examine carefully the section on Cons&Themes as a map for how to begin the process of Gaia: itself a sort of play, thus more than just a game, but something more encompassing. Check out the link to FemCon too! BRING IN QUESTIONS NOW! 

=In class on Thursday we went over two readings carefully: one from Salen and Zimmerman and a section from Sandoval (both on course reserves).

=Consider the Sandoval as if it were a mystery papyrus found in a game, that needs to be decoded to proceed to the next step! YOU MUST TALK TO THOSE PRESENT ON THURSDAY TO GET THE CODE! 

(this image from http://cdn-blog-assets.bigfishsites.com/Walkthroughs/The-Crop-Circles-Mystery-Walkthrough/the-crop-circle-mystery032.jpg)

=Consider the Salen and Zimmerman as an explanation of what is at stake in Gaia: the double consciousness we are learning to use for Better Realities! 

=The end of your quest for Gaia, the result? an analysis! and your companions in this quest? Pick one: Nardi, Pearce & Artemesia, or Taylor. Tell us which on Tuesday. 

=WHAT IS IT ABOUT? the hook, the heart of your project emerges from careabouts discovered as you work with your companion (Nardi, Pearce & Artemesia, or Taylor) as they speak to you about

how feminist processes of play, worlding and games are activist actions.

image: McCullough, #9 Quanta: Gaia Centra-Fusion: http://the-mac.org/2013/06/51813-62913/

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Tuesday 12 November, Better Realities

·       McGonigal: Reality: finish it up: Part III and all Appendixes

If Reed and McGonigal were going to have a conversation, what would it be about? What would they think of each other? Add yourself to that conversation and say where you would be in it all.

Thursday 14 November, Playful Values and Political Games

·       Values at Play: http://valuesatplay.org/

·       Tiltfactor Lab: http://www.tiltfactor.org/

Explore the sites well enough to talk about the projects and people involved, the motivations, how these are political (and what do you mean by the term?). Flanagan is a major player in all this. How? Put Nardi, Pearce, and Taylor into these contexts and meanings.

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Watch McGonigal again to get ideas about what sort of play we are creating for Gaia!

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putting things together!

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NOTICE THAT GAIA: CON #2 IS WEEK AFTER NEXT! TIME TO GET WORKING ON IT! QUESTIONS? LOOK CAREFULLY AT CONS&THEMES TAB NOW! 

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FOR TODAY: half our time devoted, first, to:

1) talk about your ideas, based on having read everything for this week (and having gotten caught up on all readings up to now too!).
2) bring in to share whatever form your ideas have taken -- and they should be pictured or written out, or something YOU CAN PASS AROUND OR SHOW OFF.

Salen, Flanagan, Zimmerman are all artists that care about learning and play. From looking at these materials what can you tell about how they think alike? Compare and contrast their projects. Bring in examples to tell others about.

Connect all the readings for this week together. How would you do that? Look ahead to Con #2 Gaia. How does Reed help us figure out what to do and why? What sorts of inspiration do you get from Salen, Flanagan, Zimmerman and Sandoval?

·       Check out Zimmerman’s website and projects: http://ericzimmerman.com

·       Check out Salen’s Institute of Play and their projects: http://www.instituteofplay.org

Salen, Flanagan, Zimmerman are all artists 

second half of class will be reports on what you did last week, and what I did! yay!

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Hi Folks! I'm sick. Some of you know all about how this feels, having had this yourself already.

I am in the coughing strangling phase and people to people interaction is unproductive for all.

I am excited to hear about your class adventures last week and know you all did a great job.

I have put up in the next post the work for this week, and I ask you to do it all, ready to work with it all on Thursday, when I anticipate we will be back together again.

For Tuesday, I ask that you do careful work, ideally with one or more class buddies, to make plans for our second Con: Gaia, and come in on Thursday, HAVING READ EVERYTHING FOR THIS WEEK (and having gotten caught up on all readings up to now too!), ready to talk about your ideas.

It would be fabulous if you did some prototyping poster-ing as you think it all through. Bring in to share whatever form your ideas have taken -- and they should be pictured or written out, or something YOU CAN PASS AROUND OR SHOW OFF.

Be sure you have downloaded the materials from course reserves and printed them out or made notes AND BRING THOSE TO CLASS ON THURSDAY!

See you then, and thanks for being such a great group!

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How does matter, well, matter?

>>>MAKING REALITY MATTER, MATTERING REALITIES

Tuesday 29 October, KATIE AT UPENN, YOU RUN THE CLASS!

·       Read another chapter in the book you choose for your fifth book

·       Check out the website and its links at FemCon, a feminist gaming convention in Umeå, Sweden: http://www.gamingaswomen.com/posts/2013/05/femcon-a-feminist-gaming-convention-in-sweden/ 

Thursday 31 October, KATIE AT UPENN, YOU RUN THE CLASS!

·       Read an additional chapter in the book you choose for your fifth book

For this whole week, with the aid of some class facilitators, you will run both classes yourselves. You will share with each other your reading and thinking about the fifth book you have chosen to read for Con #2 Gaia. Talk about it and the issues it raises or speaks to in ways most meaningful to you all collectively. Working together without the teacher is a special activity: may it be especially enjoyable! Make if fun to use this time to look ahead to Con #2!

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And what was Katie doing while you were playing games and thinking ahead to Con #2? She was presenting at Queer Method at the University of Pennsylvania! You can see her talk HERE.

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Tuesday 5 November, Histories of Games and what they reveal

·       Flanagan, Play: pick 2 more chapters to read; why those in particular?

·       Salen & Zimmerman: brief selections from Rules of Play (electronic reserves)

·       Check out Zimmerman’s website and projects: http://ericzimmerman.com

·       Check out Salen’s Institute of Play and their projects: http://www.instituteofplay.org

Salen, Flanagan, Zimmerman are all artists that care about learning and play. From looking at these materials what can you tell about how they think alike? Compare and contrast their projects. Bring in examples to tell others about.

Thursday 7 November, Liberations and Arts

·       Reed, Art: choose an additional two more chapters: why those? What attracts you?

·       Sandoval, “Afterbridge” from this bridge we call home (electronic reserves) 

·       BE SURE YOU ARE ON TRACK FOR CON #2 GAIA!

Connect all the readings for this week together. How would you do that? Look ahead to Con #2 Gaia. How does Reed help us figure out what to do and why? What sorts of inspiration do you get from Salen, Flanagan, Zimmerman and Sandoval?

put all the assignments in context....

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http://www.leunig.com.au 
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http://gamefemvw.blogspot.com/p/normal.html
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From Brain Pickings: http://www.brainpickings.org/index.php/2013/10/23/7-lessons-from-7-years/
Reflections on how to keep the center solid as you continue to evolve.

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A Gathering: with and without avatars

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This week we conclude the second section of the course
>>>GATHERINGS: WITH PROCESSES, THINGS, BEINGS AND DISTRIBUTED POSSIBILITY

All during this week keep re-thinking what this means, how what we do and talk about are examples of such gathering, and why we want to be conscious and conscientious about it all....

Tuesday of Gathering week, we will meet during class time to share our projects, displaying posters and handouts on the walls of our room, walk and talk one-on-one with each other, share questions, observations, excitements! On that Thursday, we will continue to work with the energy generated by the first day of the con, collectively coming up with reflective analysis and more ideas for what comes next! Next week you will run the show and begin the third section of the course! 

CON #1:

• A Gathering, with and without Avatars: exploring the feminist play of learning with games

Week of 22 October:

 “A Gathering, with and without Avatars” is inspired by the Feminists in Games Workshop which takes place in British Columbia: http://borderhouseblog.com/?p=10905  For A Gathering you will create either a paper (with enough handouts for each member of the class) or a poster (and document it with digital pics): which one determined by lot early in the semester. You may work on these individually or with a partner.

With the help of three books (McGonigal, Reed, Flanagan) you will “Grow a Game,” and discuss its feminist implications. 

• Identify a theme from the book that most captures your imagination, interconnect it with ideas from the other two, 

• make your game, and 

• share in either poster or written analysis why it matters for feminist learning. 

ALWAYS make a point of connecting projects to class readings, activities, and discussions. 

ALWAYS use a standard model for citation and bibliography, even on posters. 

NOTICE how useful the website Not Your Mama’s Gamer will be here!

Remix additions: flip cameras at WMST: Papers and posters may include a range of media creativities, in addition to their analytic aspects. Media fandoms are known for creative work: drawing, mashups, remix, vids, machinima, and more. Any of these may be ADDED to a project if you like. Women’s Studies now has a library of flip cameras for video projects, and you can check one out for a week at a time on a first come, first served basis. Notice that these techno-crafty things are enhancements to the basic project, not a substitute for one, or the only platform! They must be accompanied by a paper or poster no matter what. This is an opportunity to enjoy media learning in alternative forms, but these additions are entirely at your own discretion and pleasure!

Full credit for this assignment requires: • having begun work several weeks ahead of time, • writing and postering in several drafts, • displaying paper & handout or poster during first day of event and • actively participating both days of the con, • turning in electronic copies of poster pics or paper and handout to Katie’s gmail account by the evening of Friday of the week of the con (you are allowed to revise anything during that week, but what you bring in on Tuesday should still be like a final version and complete), • and documenting each piece of the assignment as completed in your logbook, which must be turned in electronically with everything else by the evening of Friday of the week of the con for credit. If for any reason whatsoever you miss any piece of this, you will need to document that in your logbook, with explanations, and perhaps notes of any discussions you have with Katie about it all. If you miss either day of the con, you will need to arrange with three fellow students your own little mini-con, where you all meet together outside class to share your work and discuss it, and you write a two-page report on your meeting and discussion.

·       DUE THURSDAY IN CLASS: LOGBOOK 2, PAPER & HANDOUT IN HARD COPY & ALSO SENT ELECTRONICALLY, DIGITAL PICS IN HARDCOPY AND ALSO SENT ELECTRONICALLY

·       Everything must be in final finished state on Tuesday to display, but you are allowed to revise one more time before turning things in on Thursday

·       Send to katiekin@gmail.com , use filename <yrlastname> 468 <paper1> or <poster1> number pics if more than one. Subject header <yrlastname> 468 con1  

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Gatherings happening....

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<<NEXT WEEK IS OUR CON! 

A GATHERING, WITH AND WITHOUT AVATARS >>

YOU SHOULD HAVE A FIRST DRAFT FROM THE WEEKEND. 
ASK YOUR QUESTIONS NOW!

WORK IN THREE DRAFTS: 1: to figure out what you know and think. 2: to figure out how to say that to other people, with attention to the craft of presentation. 3: REMEMBER TO MEET WITH CLASS PARTNER TO EDIT FINAL VERSIONS BEFORE TUES 22 OCT. 

Tuesday 22 Oct & Thursday 24 Oct

Tuesday of Gathering week, we will meet during class time to share our projects, displaying posters and handouts on the walls of our room, walk and talk one-on-one with each other, share questions, observations, excitements! On that Thursday, we will continue to work with the energy generated by the first day of the con, collectively coming up with reflective analysis and more ideas for what comes next!

·       DUE THURSDAY IN CLASS: LOGBOOK 2, PAPER & HANDOUT IN HARD COPY & ALSO SENT ELECTRONICALLY, DIGITAL PICS IN HARDCOPY AND ALSO SENT ELECTRONICALLY

·       Everything must be in final finished state on Tuesday to display, but you are allowed to revise one more time before turning things in on Thursday

·       Send to katiekin@gmail.com , use filename <yrlastname> 468 <paper1> or <poster1> number pics if more than one. Subject header <yrlastname> 468 con1  

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Tuesday 15 October, Leveling Up

·       McGonigal, Reality, Part II

·       WORK FOR CON #1 SHOULD BE IN FINAL SWING: WORK IN DRAFTS FOR POSTERS AND PAPERS

·       WHAT ARE YOU DOING WITH GROW A GAME SO FAR?

Rewards and recognition matter to humans individually and in groups. Where you do find “leveling up” in your own life or in your game lives? How well does this concept and the processes and work it involves help for learning generally? For maximizing social justice? For minimizing harms? How do you know? [carrots & sticks link, p2p link, Wlink, politics?, nudge, neuroethics, Wneuroethics and Wchoice architecture]

feminist conflicts & social critique: Stanford article 

what would a feminist game entail? convo in SL with Ellie & Feminist DOCC ::: 

convo picks up from this video!  ===

"Feminism, Technology, and Race" from FemTechNet on Vimeo.

problematize, criticize, critique, debunk 

=conflicts among feminisms?
=in good faith?
="I don't understand how they can believe…." 
=how could games get all entwined with these? 

oppositional work and consciousness
Necker cube: dominant and alternate cultures
subversive? to what? 

=how can we open up to places where being "right" is not the point actually?

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Thursday 17 October, Whose Game is this anyway?

·       Nardi, Night: Chs 6 & 8; Taylor, Worlds: Ch 4 (electronic reserves) 

·       You have now read bits of the three ethnography books: which one will you read in its entirety for Gaia, our second con?

Nardi, Taylor, and Pearce are pioneers in the ethnography of virtual worlds and gaming lifeworlds, distributed environments that “belong” complexly to many beings, processes, economic infrastructures, and technologies, all of which turn out to be agents and agencies, making things happen and participating in social learning across all of them, not just in human heads. Why does this matter and to whom? What is “belonging” all about? 

Now is the time to decide which of the three books you will read in more depth for the second part of the course, and to look ahead to A Gathering next week!

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Everquest Online: https://www.everquest2.com/home

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Gender Sensitivity & World of Warcraft: http://wowongender.tumblr.com
WOW Online: http://us.battle.net/wow/en/  

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