Towards Diversity: Interventions in Curriculum and Pedagogy of an Introductory Game Design Course

Abstract

Transformation and the decolonization of the curriculum, modes of teaching, and classroom are key concerns in South African Higher Education. In game design education this need is exacerbated by the slow pace of diversification in both academia and the industry. This paper presents a close analysis of interventions undertaken into an introductory game design course to address the difficulties of diversification across racial, gender and economic divides. The results of the interventions are assessed, and recommendations for future adjustments to the course in aid curricular decolonization is are made.