Universität Wien

170742 UE Queer/Game/Studies. The plurality of queerness and queer theory in the context of digital games (2024S)

Continuous assessment of course work

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 30 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

Monday 04.03. 11:30 - 13:00 Seminarraum 3 2H467 UZA II Rotunde
Monday 11.03. 09:45 - 13:00 Seminarraum 3 2H467 UZA II Rotunde
Monday 08.04. 09:45 - 13:00 Seminarraum 3 2H467 UZA II Rotunde
Monday 22.04. 09:45 - 13:00 Seminarraum 3 2H467 UZA II Rotunde
Monday 06.05. 09:45 - 13:00 Seminarraum 3 2H467 UZA II Rotunde
Monday 03.06. 09:45 - 13:00 Seminarraum 3 2H467 UZA II Rotunde
Monday 17.06. 09:45 - 13:00 Seminarraum 3 2H467 UZA II Rotunde

Information

Aims, contents and method of the course

Immediately after beginning her transition in the early 2020s, 3D-artist Leona Faren encounters only a lack of understanding, toxicity, and transphobia from her former employer (Bethesda), until she leaves the company. At the very same moment, this studio and distributor merges its logo with the rainbow flag for pride month, seemingly without given it another thought. Another story: During the launch period of Bethesda’s new long-anticipated RPG Starfield in the fall of 2023, an enraged video by the YouTuber “Heel vs Babyface” goes viral. In this, he declares the game asking for the preferred pronouns of the avatar and giving one the option to play as “they/them” to be greatest scandal of all time. For the lucrative cottage industry of right-wing (mostly male) gamers, such a case is a great opportunity to produce heteronormative “content” with queerphobic language and to make easy money. Thusly, in a quite short amount of time, a self-declared anti-LGBTIQA*-mod was created to put an end to any inquiries regarding one’s preferred pronouns in the game – “unfortunately”, this mod switched off “he/him” and “she/her”-pronouns so that, in the end, all avatars appeared to be non-binary (“they/them”). A Freudian slip of heteronormativity?
One studio, three years, and varied perspectives on queerness. From queerness as lived experience and identity politics to queerness as structures of power, from the commodification of queer identity to (the unconscious) subverting of (hetero-)normativity. As Judith Butler put it in one of the earliest publications of the then young queer theory, the very openness of the term hides immense subversive potential. And it is this very openness we want to discuss in this introduction to queer theory. On the hand we will look at and discuss the term „queerness“ from different perspectives of power in general and, naturally, multiple (quite often canonized) queer-theoretical approaches; on the other hand, we will reflect queer theory and its diverse paradigms and critically deploy them in the field of game studies. From queer reading of homosociality in first-person-shooters to the homonormativity of The Sims and queer-subversive game designs such as Robert Yang’s cruising simulator The Tearoom: as a discursive field, digital games, gaming and gaming culture(s) are filled with moments where we can find queerness, discuss its different meanings and which we can deconstruct with queer-theoretical approaches, as well.
In the introductory units of this course, we will critically reflect and discuss elementary theories and approaches of game studies, gender studies, and queer theory. In the second part, we will focus on queerness from different approaches such as (commodified) identity politics, subversive reading practices (queer reading), (homonormative) representations of sexual and romantic relationships, crip theory, and queer understandings of gaming itself. In the final units, we will shift our perspective towards the online discourse of digital gaming and the (violent) in- / exclusions regarding power structures.

Assessment and permitted materials

Grading is based on six differently weighted components. You can earn a grade by completing them in two different ways:

A) three written tasks, 1.) two excerpts of the discussed texts (25% of the final grade), 2.) short paper with one’s main hypothesis in preparation for the analysis (20% of the final grade), 3.) test analysis of a source / topic of one’s own choice (25% of the final grade),
& two oral tasks, 4.) feedback and discussions of two short papers by other students (small group discussions) (10% of the final grade), and finally 5.) attendance and active participation (20% of the final grade).

B) one written tasks, 1.) three excerpts of the discussed texts (40% of the final grade)
& three oral tasks, 2.) presentation (30% of the final grade), 3.) feedback and discussions of two short papers by other students (small group discussions) (10% of the final grade), and finally 4.) attendance and active participation (20% of the final grade).

Minimum requirements and assessment criteria

For details regarding the grading, please take a look at the information you find in section "Art der Leistungskontrolle". Furthermore, because attendance is obligatory, you can miss a maximum of two (2) classes

Examination topics

Reading list

(extract)
• Chess, Shira & Shaw, Adrienne, 2015. “A Conspiracy of Fishes, or, How We Learned to Stop Worrying About #GamerGate and Embrace Hegemonic Masculinity.” In Journal of Broadcasting & Electronic Media 59(1). 208-220. DOI: 10.1080/08838151.2014.999917.
• Edelman, Lee, 2004. No Future. Queer Theory and the Death Drive. Durham, London: Duke Univ. Press.
• Eickelmann, Jennifer, 2017. „Hate Speech“ und Verletzbarkeite im digitalen Zeitalter. Phänomene mediatisierter Missachtung aus Perspektive der Gender Media Studies. Bielefeld: Transcript. 190-228.
• Halberstam, J., 1998. Female Masculinity. Durham, London: Duke Univ. Press.
• Halbersam, J., 2011. The Queer Art of Failure. Durham, London: Duke Univ. Press.
• Hamrai, Aimi & Fritsch, Kelly, 2019. “Crip Technoscience Manifesto.” In Catalyst: Feminism, Theory, Technoscience (5)1. 1-33. DOI: 10.28968/cftt.v5i1.29607.
• Jerreat-Poole, Adan, 2020. “Sick, Slow, Cyborg. Crip Futurity in Mass Effect.” In Game Studies 20(1). http://gamestudies.org/2001/articles/jerreatpoole.
• Kafer, Alison, 2013. Feminist, Queer, Crip. Bloomington: Indiana Univ. Press.
• Marcotte, Jess, 2018. “Queering Control(lers) ThroughReflective Game Design Practices.” In Game Studies 18(3). https://gamestudies.org/1803/articles/marcotte.
• Muñoz, José Esteban, 1999. Disidentifications. Queers of Color and the Performance of Politics. Minneapolis, London: Univ. of Minnesota Press.
• Muñoz, José Esteban, 2009. Cruising Utopia. The Then and There of Queer Futurity. New York: New York Univ. Press.
• Ruberg, Bonnie, 2015. “No Fun. The Queer Potential of Video Games that Annoy, Anger, Disappoint, Sadden, and Hurt.” In QED: A Journal in GLBTQ Worldmaking 2(2). 108-124. https://www.jstor.org/stable/10.14321/qed.2.2.0108.
• Ruberg, Bonnie, 2020. The Queer Games Avant-Garde. Durham: Duke Univ. Press.
• Pelurson, Gaspard, 2023. Manifestations of Queerness in Video Games. London, New York: Routledge.
• Phillips, Amanda, 2020. Gamer Trouble. Feminist Confrontations in Digital Culture. New York: New York Univ. Press.
• Sedgwick, Eve Kosofsky, 2012. „Between Men. English Literature and Male Homosocial Desire.“ In: Franziska Bergmann/ Franziska Schößler/ Bettina Schreck (Hg.): Gender Studies. Bielefeld: Transcript. 275-293.
• Shaw, Adrienne, 2015. “Circles, Charmed and Magic: Queering Game Studies.” In: QED Vol. 2(2). 64-97. https://muse.jhu.edu/article/585655 (Accessed February 27, 2022).
• Ware, Nicholas, 2015. “Iterative Romance and Button-Mashing Sex. Gameplay design and Video Games’ Nice Guy Syndrome.” In: Matthew Wysocki/ Evan W. Lauteria (Hg.): Rated M for Mature. Sex and Sexuality in Video Games. New York, London: Bloomsbury. 225-239.

Association in the course directory

Last modified: Mo 04.03.2024 09:46