How can game design be used to foster critical reflection and render cultural studies less boring (Grossberg, 2006)? This paper discusses the design process of Cutting Edges, an abstract mini-game made to encourage students and scholars of cultural theory to actively explore abstract philosophical claims. The initial intention was to produce a well-rounded game that could be used in a classroom setting to expand and mediate discussion on gender identity through playful experience. Focusing on the pressures of gender-related social ascription, Cutting Edges was an attempt to use the metaphorical potential of game rules and mechanics to make tangible what is at stake in gender-critical thinking. While making the game, the creative process of finding meaningful mechanisms of representation turned out to be a rewarding resource for reflecting cultural theory. Design activities demand reflection, evaluation, and planning and might thus be promising tools to expand our notion of critical thinking.
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