HIGHLIGHTS
SUMMARY
The authors reflect on the process and outcomes of using dialogue, multipartial facilitation, and engagement with historical material, specifically Harriet Tubman`s story, to deepen critical and anti‐racist pedagogy in game design education. In terms of media literacy, the approach was three‐fold: increase student awareness of their own and others` subject positions in relation to media and society; support student skill development in game analysis as a "reading" media skill; and support student skill development in game design as a media Media and Communication, 2022, Volume 10, Issue 4, Pages X-X . . .
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