Embracing Diversity in Game Design Through Games of Color Pedagogy (Chang et al.)
In today's digital landscape, almost everyone engages with video games in some capacity. As I continue the reflective journey of attempting to unsettle my preconceived notions about race, identity, and media – it has become evident that even menial forms of entertainment such as video games are not just entertaining. Instead, they are artifacts reflecting, shaping, and reflected and shaped by societal ideologies.
As highlighted by Chang et al. in their chapter, "Playing Difference: Toward a Games of Color Pedagogy," game development, marketing, and gaming culture still predominantly cater to an idealized gamer profile—white, adolescent, cisgender, heterosexual, able-bodied, affluent, and young. This narrow representation perpetuates exclusionary practices, marginalizing diverse identities and narratives in the gaming world.
Can Video Games Become Inclusive?
Chang et al. challenge us to rethink and reshape how we approach game development and education. They emphasize the need to locate, include, theorize, and teach "games of colour"—games that foreground and embrace racialized and marginalized identities, narratives, bodies, and cultures. This shift calls for critical intervention and adopting medium-specific pedagogies to address the pervasive norms and values embedded within games.
The Essence of Games of Color Pedagogy
A "games of colour pedagogy" centers on the works of writers, artists, creators, and developers of colour, spotlighting texts and titles that feature Black, brown, and Indigenous characters and narratives. This pedagogy recognizes the often colour-blind, gender-blind, and queer-blind nature of most games and fandoms, acknowledging the lack of attention to diversity and intersectionality in game design and studies programs. It draws deeply from intersectional and interdisciplinary approaches, promoting a richer, more inclusive gaming experience.
Close Playing: An Interdisciplinary Practice
One of the core methodologies proposed by Chang et al. is "close playing," an interdisciplinary practice inspired by literary and textual studies. This mode of inquiry involves careful and critical attention to various aspects of a game: how it is played, its type, aesthetics, player choices, goals, and its interaction with the real world. Close playing expands the notion of close reading to encompass both diegetic (narrative) and non-diegetic (mechanics) elements, as well as the interactions among the game, player, and context.
Final Thoughts
By centering on the experiences and voices of marginalized communities, we can challenge the status quo and create games that entertain, educate, and empower. Through close playing and practical interventions, we can cultivate a richer, more inclusive gaming culture that truly reflects our diverse world.