Abstract

Educational games represent some of the most impactful educational tools in an educator's toolbox. These technologies facilitate play and encourage players to push the envelope and engage broadly with the class in subversive play. Contextualized by the broader rules and requirements of the school, school culture, and curricula, subversive play empowers players to explore the boundaries of the game while feeling an increased sense of personal agency in how the goals of the game are achieved. This exploration serves the goals of Paulo Freire's concept of critical pedagogy, where students and instructors work together, bringing their embodied experiences into the classroom to address and understand the content arrayed before them. By empowering players to engage in subversive play, students and instructors alike break from the classroom and schoolhouse norms to explore the foundations, deeper meanings, social contexts, and ideologies of the information presented, while simultaneously meeting required learning goals.

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