This is an Elvish joke from World of Warcraft, one that “I as Another”, a Night Elf, could have told, while walking around in Azeroth doing research for our book on World of Warcraft, Digital Culture, Play, and Identity, many years ago.
… on becoming an elf in World of Warcraft, a game universe, where you first become by choosing character. I chose night elf because she looked nice and the night elves’ natureculture seemed friendly … Then you become by being told what your role is in the gameworld – to defend the home of the night elves, the children of the stars, against further corruption of evil forces, and by walking around in the elven landscape you realize that you are in fact an elf among others who greet you in elven ways with a warm “Elune-adore” and hail you into being an elf. … The world has a role for you; you walk like it and talk like it, and the character has a mission of her own, ignorant to my human self’s workload, appointments or restless dogs.
I was reminded about this when looking for some old stuff, and found this short piece. I was invited to write this in 2010 for CIAC’s Electronic Magazine, from the perspective of “I as Another” in relation to a video game avatar. And of course I did add a feminist perspective – comparing feminism and video games.
This world is not ridden by the dilemma of feminism, of women being one group or several groups. And neither is it ridden by messy identities or blurred boundaries. Instead, this is a neatly ordered world.
It wasn’t online at CIAC’s site anymore, but you can read it here
This year has been good for publications! We have a new chapter on immigrant youth and video gaming out today, published with Emerald in Volume 16 – Media and Power in International Contexts: Perspectives on Agency and Identity, edited by: Apryl A. Williams, Ruth Tsuria, Laura Robinson, Aneka Khilnani
Chapter 7 – Manifestations and Contestations of Hegemony in Video Gaming by Immigrant Youth in Norway
by Carol Azungi Dralega and Hilde G. Corneliussen
This chapter reports from a qualitative study on how identity categories, including gender and ethnicity, are experienced and constructed through video gaming among immigrant youth in Norway. The aim here is to explore the manifestations and contestations of gendered power and hegemonic practices among the young immigrant girls and boys. This chapter builds on research about everyday media use especially video games, and our analysis is based on theories of hegemony, power, gender, and ethnicity. Three key findings are observed from the study: (a) video games acting as a bridge between ethnic minority boys (not so much with the girls) and ethnic Norwegians, (b) hegemonic gendered practices, emphasizing the “otherness,” in particular for girls adhering to the category of gamer, and finally, to a lesser degree, (c) marginalization within video games on the basis of being a non-Western youth in a Western context. As such the study simultaneously not only confirms but also challenges dominant discourses on video games by suggesting that, although some positive strides have been made, the claims of a post-gender neutral online world, or celebrations of an inclusive and democratic online media culture, especially video gaming, are still premature.
A big thank you to Carol for her effort and for a great team!
We were surprised with a very nice price last week: the author price for Fjordkonferansen. for our contribution to this year’s anthology – based on last year’s conference:
Kapittel 11: Gaming and identity construction among immigrant youth in Norway — Convergent glocal contexts, by Carol Azungi Dralega og Hilde G. Corneliussen
Molde University College posted a very nice piece about us – here. The photo is from the conference last year.
Read the full paper – open access – here.
This study explores how immigrant youth in Norway navigate video games between local and global contexts and how this shapes their identities. Drawing from theories of transnationalism, gender and technology, the study employs qualitative methodologies that unravel complex identity manifestations that are globally connected but locally anchored. Rather than an often-used dual frame of reference, the authors suggest interpreting this through a multiple frame of reference.
Teachers and Gamers Agree: ‘Slave Tetris’ Isn’t How You Educate Kids About SlaveryThanks to a social media backlash, a Danish company learned the hard way that there are better methods for teaching students about a painful chapter in history.
Source: Teachers and Gamers Agree: ‘Slave Tetris’ Isn’t How You Educate Kids About Slavery | TakePart