2021
DOI: 10.1177/16094069211046130
|View full text |Cite
|
Sign up to set email alerts
|

Serious Game Design as Research-Creation to Address Sexual and Gender-Based Violence

Abstract: Research-creation is a growing practice in humanities that tries to balance the pace of socio-cultural inquiries with modern media advancements and qualitative knowledge construction methods. It refers to various conjunctions of “research” and “creation” (i.e., research-for-creation; research-from-creation; creative presentations of research; and creation-as-research) around an artistic component. Drawing from fieldwork with instructors in four agricultural colleges in rural Ethiopia, this article explores how… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
2

Citation Types

0
2
0

Year Published

2021
2021
2024
2024

Publication Types

Select...
3
1
1
1

Relationship

0
6

Authors

Journals

citations
Cited by 7 publications
(6 citation statements)
references
References 31 publications
0
2
0
Order By: Relevance
“…Research in Cambodia, for example, highlighted the role of economic development and primary production training programs in fostering increased recognition of gender equality [ 61 ]. Agricultural colleges also played a role in addressing GBV by delivering interventions and staff training to address GBV issues [ 79 , 80 ]. By incorporating GBV education and awareness into the curriculum, and by using innovative approaches to address GBV, for example through “serious games” which included digital storytelling involving action characters and avatars, colleges were able to shape the attitudes and behaviours of future agricultural professionals and foster a culture of respect and equality [ 79 , 80 ].…”
Section: Findings/resultsmentioning
confidence: 99%
See 2 more Smart Citations
“…Research in Cambodia, for example, highlighted the role of economic development and primary production training programs in fostering increased recognition of gender equality [ 61 ]. Agricultural colleges also played a role in addressing GBV by delivering interventions and staff training to address GBV issues [ 79 , 80 ]. By incorporating GBV education and awareness into the curriculum, and by using innovative approaches to address GBV, for example through “serious games” which included digital storytelling involving action characters and avatars, colleges were able to shape the attitudes and behaviours of future agricultural professionals and foster a culture of respect and equality [ 79 , 80 ].…”
Section: Findings/resultsmentioning
confidence: 99%
“…Agricultural colleges also played a role in addressing GBV by delivering interventions and staff training to address GBV issues [ 79 , 80 ]. By incorporating GBV education and awareness into the curriculum, and by using innovative approaches to address GBV, for example through “serious games” which included digital storytelling involving action characters and avatars, colleges were able to shape the attitudes and behaviours of future agricultural professionals and foster a culture of respect and equality [ 79 , 80 ]. Finally, the promotion of ‘agrofeminist’ movements which sought to address gender inequality and promote women’s rights and agency, contributed to raising awareness of the unique challenges faced by women producers [ 81 ].…”
Section: Findings/resultsmentioning
confidence: 99%
See 1 more Smart Citation
“…Research in Cambodia, for example, highlighted the role of economic development and primary production training programs in fostering increased recognition of gender equality (61). Agricultural colleges also played a role in addressing GBV by delivering interventions and staff training to address GBV issues (79,80). By incorporating GBV education and awareness into the curriculum, and by using innovative approaches to address GBV, for example through "serious games" which included digital storytelling involving action characters and avatars, colleges were able to shape the attitudes and behaviours of future agricultural professionals and foster a culture of respect and equality (79,80).…”
Section: Gbv Interventionsmentioning
confidence: 99%
“…Agricultural colleges also played a role in addressing GBV by delivering interventions and staff training to address GBV issues (79,80). By incorporating GBV education and awareness into the curriculum, and by using innovative approaches to address GBV, for example through "serious games" which included digital storytelling involving action characters and avatars, colleges were able to shape the attitudes and behaviours of future agricultural professionals and foster a culture of respect and equality (79,80). Finally, the promotion of 'agrofeminist' movements which sought to address gender inequality and promote women's rights and agency, contributed to raising awareness of the unique challenges faced by women producers (81).…”
Section: Gbv Interventionsmentioning
confidence: 99%