“Hun har fucking ADHD! / Ligesom os!"
Unges legende samtaler i esportsundervisningen på stu
Keywords:
esport, game-based learning, spil og læring, stu, dialogisk læringAbstract
There are growing challenges in including young people with special needs in the Danish education system. At the same time, recent research points out that facilitated gaming in educational contexts can strengthen participants' social relations and sense of community. In this article, we look closely at how esports education can create dialogic spaces that offer new participation opportunities for students at stu (specially planned youth education). The article is based on analysis of video observations from two different stu’s. The first example shows how the students are given the opportunity to play with their status and fairness as players through friendly teasing with the teacher. The second example zooms in on students' play with linguistic resources such as swear words and singing as well as identification with the game character Jinx and the players’ ADHD diagnoses that help create resonance among the students. The analysis shows how facilitated gaming can open dialogic spaces where participants are given opportunity to play with different voices and framings for participation that can strengthen their sense of togetherness.There are growing challenges in including young people with special needs in the Danish education system. At the same time, recent research points out that facilitated gaming in educational contexts can strengthen participants' social relations and sense of community. In this article, we look closely at how esports education can create dialogic spaces that offer new participation opportunities for students at stu (specially planned youth education). The article is based on analysis of video observations from two different stu’s. The first example shows how the students are given the opportunity to play with their status and fairness as players through friendly teasing with the teacher. The second example zooms in on students' play with linguistic resources such as swear words and singing as well as identification with the game character Jinx and the players’ ADHD diagnoses that help create resonance among the students. The analysis shows how facilitated gaming can open dialogic spaces where participants are given opportunity to play with different voices and framings for participation that can strengthen their sense of togetherness.
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