Abstract

This paper explores the implications of critical video gameplay experiences, informed by feminist new materialist frameworks of agential realism (Barad, 2007) and queer theory, for posthuman art education. It examines the intersections between the human, non-human, and more-than-human through performative entanglements to foster an intersectional mode of criticism towards visual and digital culture, conceptualized in the paper as queering video gameplay. Focusing on key areas such as the material turn in game studies, the relational understanding of video game components, and feminist new materialist perspectives on video gameplay, this paper connects these concepts to posthuman art education. It also examines approaches taken by art educators towards the study of video games. Additionally, the paper discusses the relevance of posthuman frameworks in studies involving technology in art education and considers the potential implications of queering video gameplay as an embodied and affective form of cultural critique.

Keywords: Affect, Queering, Visual Culture, Digital Culture, Video Gameplay

How to Cite:

Gezeroglu Christensen, M. B., (2024) “Visual/Digital Culture Critiquing via Video Gameplay in Art Education”, Marilyn Zurmuehlen Working Papers in Art Education 2024(1), 1-16. doi: https://doi.org/10.17077/2326-7070.33855