Decentring the Canon: Building a Community-Endorsed (Curriculum) Framework for British Games Education

Scott, Michael ORCID: https://orcid.org/0000-0002-6803-1490, Herring, Phoebe, Murturi, Sokol ORCID: https://orcid.org/0000-0001-9466-8981, Cole, Tom, Summerley, Rory ORCID: https://orcid.org/0000-0001-6496-9679, Yee-King, Matthew and Howell, Peter (2026) Decentring the Canon: Building a Community-Endorsed (Curriculum) Framework for British Games Education. In: Annual Conference of the British Digital Games Research Association, June 30 - July 1, Cardiff, Wales.

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Abstract / Summary

Games education has expanded rapidly in British universities over recent decades, yet the field lacks a contemporary, community-endorsed curriculum framework. Existing models, such as the ACM/IEEE/AAAI CS2023 guidelines, frequently marginalise game-specific concerns, while the 2008 IGDA guidelines are now widely regarded as outdated and unaligned with contemporary research and industry practices. This workshop addresses this critical gap by situating curriculum design as both a scholarly and political act; one that fundamentally shapes disciplinary identity, power structures, and inclusion within the academy.

Drawing on curriculum design theories such as constructive alignment, threshold concepts, and critical pedagogy, participants will critically examine the tensions between scaffolding technical skills and values-led inquiry. In alignment with the theme 'Identity at the Periphery,' we will identify curricular pillars that move beyond mainstream canons, such as intersectional accessibility, sustainable production, and regional creative identities across Britain, while articulating how to navigate the tensions between authentic representation and commercial viability. We will also explore how curricula can move beyond content coverage to embrace play and creation as epistemic practices.

The intended audience includes researchers, educators, and practitioners interested in the future of higher education. Participants can expect an interactive, collaborative experience, transitioning from critical provocations to hands-on "curriculum sketching" breakout groups. This process aims to surface shared priorities and tensions rather than imposing a single model. The primary outcome will be a collaboratively authored "sketch" and a mapping of existing gaps and opportunities, intended to catalyze a contemporary curricular framework for the future of games education.

Item Type:	Conference or Workshop Item (Other)
Subjects:	Education Computing & Data Science > Game Design Social Sciences
Department:	Games Academy
Depositing User:	Michael Scott
Date Deposited:	07 Jul 2026 13:15
Last Modified:	07 Jul 2026 13:15
URI:	https://repository.falmouth.ac.uk/id/eprint/6533

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