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Playing with power & possibility: Exploring the ways in which gameplaying can be used as a decolonial feminist tool in the African Feminist Studies (AFS) classroom
Within the academic realm, a hierarchical structure prevails, giving rise to discernible power differentials between students and academic staff. These hierarchical power dynamics permeate the interactions between students and academic staff within the context of teaching and learning. Concurrently,...
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| Format: | Thesis |
| Language: | Eng |
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African Feminist Studies
2025
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| Summary: | Within the academic realm, a hierarchical structure prevails, giving rise to discernible power differentials between students and academic staff. These hierarchical power dynamics permeate the interactions between students and academic staff within the context of teaching and learning. Concurrently, language and racial identity emerge as formidable gatekeepers, significantly influencing students' sense of belonging and their capacity to engage in knowledge production within the academic domain. This research endeavours to unpack the role of gameplaying as a decolonial pedagogical approach in the African Feminist Studies (AFS) department. Moreover, the purpose of this study thus aims to explore the ways in which playing games functions as a decolonial pedagogic method for teaching and to include students as co-producers of knowledge together with academic staff. This examination takes the form of a qualitative study, underpinned by the theoretical framework of decolonial feminism. The data for this study originates from gameplaying sessions facilitated during lectures, tutorials, and postgraduate seminars. Specifically, the boardgame "Clue & A" was used it was created to foster discussions pertaining to diversity, transformation, and decolonization within the academia. Participants in this research include students and academic staff affiliated with courses offered by the African Feminist Studies (AFS) department at the University of Cape Town (UCT). Additionally, two students and two academic staff members from the University of the Western Cape who participated in the UCT postgraduate seminar series are included. For the purpose of analysis, thematic analysis has been used |
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