Situating Ethics in Games Education
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| Title: | Situating Ethics in Games Education |
|---|---|
| Language: | English |
| Authors: | Butler, Joy |
| Source: | Canadian Journal of Education. 2013 36(4):93-114. |
| Availability: | Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 4 Intermediate Grades Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Ethics, Curriculum, Comprehension, Moral Values, Values Education, Design, Physical Education, Teaching Methods, Games, Physical Activities, Constructivism (Learning), Athletics, Epistemology, Creativity, Comparative Analysis, Foreign Countries, Grade 4, Grade 8, Experienced Teachers, Workshops, Observation, Ethnography, Focus Groups, Interviews, Teacher Attitudes, Student Attitudes, Social Justice |
| Geographic Terms: | Canada |
| ISSN: | 1918-5979 |
| Abstract: | This paper posits that Inventing Games (IG), an aspect of the games curriculum based on principles of Teaching Games for Understanding (TGfU), opens up important spaces for teaching social and ethical understanding. Games have long been regarded as a site for moral development. For most teachers, however, ethical principles have been seen as incidental rather than teachable. Preliminary findings from two studies with students and teachers have shown that students can question foundational knowledge, such as constructs around gender, race, and ability, as they work together to design game structures. Thus, IG processes can foreground ethical decision-making in both game construction and game play. |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2015 |
| Access URL: | https://www.cje-rce.ca/index.php/cje-rce/article/view/1475 |
| Accession Number: | EJ1057941 |
| Database: | ERIC |
| Abstract: | This paper posits that Inventing Games (IG), an aspect of the games curriculum based on principles of Teaching Games for Understanding (TGfU), opens up important spaces for teaching social and ethical understanding. Games have long been regarded as a site for moral development. For most teachers, however, ethical principles have been seen as incidental rather than teachable. Preliminary findings from two studies with students and teachers have shown that students can question foundational knowledge, such as constructs around gender, race, and ability, as they work together to design game structures. Thus, IG processes can foreground ethical decision-making in both game construction and game play. |
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| ISSN: | 1918-5979 |
