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ENGL 165GS: Gaming the System | Designing for Social Justice

Designing for Social Justice

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ENGL 165GS: Gaming the System | Designing for Social Justice | engl165gs.wordpress.com Reviews

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Designing for Social Justice

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lrvogel | ENGL 165GS: Gaming the System

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ENGL 165GS: Gaming the System. Designing for Social Justice. Love Like a Cholo. May 19, 2013. The order of the characters is easiest to hardest (white male to black female). We decided not to let the player decide which player to choose first because of this. When a character gets hit by a car, another screen will open so the player can see what happened. (E.g. When a black male gets hit by a cop car, the screen will say “You have been arrested for jaywalking! 8221; and show a man getting arrested.).

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Infinite Loop | ENGL 165GS: Gaming the System

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ENGL 165GS: Gaming the System. Designing for Social Justice. Love Like a Cholo. Offers a chance for people to understand slacktivism. From the Oxford English Dictionary, slacktivism is defined as actions performed via the internet in support of a political or social cause but regarded as requiring little time or involvement, e.g. signing an online petition or joining a campaign group on a social media website. The only other option is to Do Nothing. Leave a Reply Cancel reply. Enter your comment here.

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Instructor | ENGL 165GS: Gaming the System

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ENGL 165GS: Gaming the System. Designing for Social Justice. Love Like a Cholo. In addition to participating in the 2010 NEH-sponsored Humanities Gaming Institute. Amanda has been a HASTAC Scholar since 2009 and hosted, in conjunction with Margaret Rhee, an online HASTAC Forum on Queer and Feminist New Media Spaces. Collective’s efforts to encourage and highlight critical cultural studies work in digital humanities projects. Email: aphillips @ umail dot ucsb dot edu. Leave a Reply Cancel reply.

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Group Projects | ENGL 165GS: Gaming the System

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ENGL 165GS: Gaming the System. Designing for Social Justice. Love Like a Cholo. Check these individual group pages for progress. Love Like a Cholo. One thought on “ Group Projects. May 13, 2013 at 3:06 pm. I’m completely impressed by these projects. You guys are doing important work. Please do let me know when your projects are complete! You can find me on twitter @adelinekoh. Leave a Reply Cancel reply. Enter your comment here. Fill in your details below or click an icon to log in:. On Bad Apple Update.

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Phil: the Quota | ENGL 165GS: Gaming the System

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ENGL 165GS: Gaming the System. Designing for Social Justice. Love Like a Cholo. Is to turn a profit for Phil, and this is where the moral debate of the story comes to play. Our main character is Phillip Phil Smith, a 21-year old high school drop out who just recently lost his job. Currently has one full programmed ending. Leave a Reply Cancel reply. Enter your comment here. Fill in your details below or click an icon to log in:. Address never made public). You are commenting using your Google account&#46...

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Pedagogy – Amanda Phillips

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Gamer Trouble. Mechropolitics. Difference in the Digital. I believe in helping students obtain a sense of ownership and control over technology, and require them to engage with it in some way as part of class activities. All of my courses integrate the social justice perspectives of feminist, queer, and critical race scholars and provide students with a sense of the historical depth of contemporary media practices. ENGL 259: Introduction to Game Studies. University of California, Davis. University of Cal...

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ENGL 165GS: Gaming the System | Designing for Social Justice

ENGL 165GS: Gaming the System. Designing for Social Justice. Love Like a Cholo. May 19, 2013. The order of the characters is easiest to hardest (white male to black female). We decided not to let the player decide which player to choose first because of this. When a character gets hit by a car, another screen will open so the player can see what happened. (E.g. When a black male gets hit by a cop car, the screen will say “You have been arrested for jaywalking! 8221; and show a man getting arrested.).

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