I selected to critically analyze the video game series called Uncharted because it incorporates this week’s reading and class discussion.
There is no shortage of male representation in the video game industry, the protagonist always being featured as a warrior, hero, thief, etc. In Of Men and Machines: Images of Masculinity in Boys’ Toys, Wendy states that masculine representation is centered around being heavily muscled, square-jawed, and armed to the teeth. These are but some of the features that are depict in Nathan Drake’s character. The male characters in Uncharted draw from the dominated narration of hyper-masculine tropes. He has an easy going style while paired with a gun holster that future exudes the stereotypical masculine ideal of strength, violence and Male representation in video games emphasizes the proximity that males have to technology and how technology has been approached from a gender perspective (Varney, p159). Young boys will continue to gravitate toward such video games when they see a role model that embodies their ideals. Meanwhile, young girls will only be discouraged because they are not represented in technology. Therefore, I feel that Uncharted is approaching this from an interesting standpoint by moving away from the typical female character. The main female lead throughout the series is Elena Fisher, in a way she is the “female version of Drake” rather then the “damsel in distress”. She is tough, confident, and smart, and does not need her male counterpart saving her; on a few occasions she is the one saving him from life threatening situations. They have also gone beyond having the female sidekick, which Elaina is, with Uncharted The Lost Legacy. Rather then having the typical male lead, they gave us two women of color that are able to handle themselves in the male dominated world of Uncharted. Yes they are women but they aren’t over-sexualized in appearance, rather than wearing impractical sexualized clothes they wear climate and situation appropriate outfits. Damsels in Discourse discuss how toys are used as a way of steering children into anticipated identities that are associated with their gender, and Uncharted is beginning to demonstrate this. They are treated as individuals with their own identities and nobody decides what they can or cannot do. It gives female gamers the chance to be represented and connect with the characters they are playing as. This is only the beginning when it comes to gradually broadening the roles for both genders, especially in Western societies (Varney, 153).
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“The Three Pigs” is a different take on what everyone knows to be the story of the three little pigs. Here we have characters interacting with other fables, as well as characters that have the ability to defy their predetermined story. The pigs, the dragon and the cat show that they can go beyond the boundaries of what they know. These are character that we know only as having one story, however, David Wiesner gives them the opportunity to defy the original story that society has imposed on them. This postmodern version of a classic story demonstrates how pop culture can be used as a critical literacy because it is not just a reading of the world but also a re-writing (Morrell, p241). Just because you know the story does not mean you cannot change it. Who decides that that is the only version that should be told? Why not a different ending?
From this story readers are able to go beyond the simply understanding and decoding the text and images. This unique retelling requires that the reader alter their perspective and begs questions such as who’s in control of the story, and do the pigs get a say. In an uncommon way the audience begins to address social issues, missing voice/ perspectives that are rarely addressed in their society. A class discussion can center on who determines your story/identity. The students can think about who they are what they want to be, what does society expect from them, why do the expectations vary and so forth. From here they are able to understand the power relations in society, they are taught to critically participate in and use literacy to change dominant power structure and liberate those who have been oppressed (Morrell, p 241). Once students are able to recognize their own worth and who they want to be, will they be able to attack these power structures that guide society. The intention behind bring critical literacies into the curriculum is so that readers can be encouraged to take on an active role in analyzing different forms of literacies. “Educators can prepare curricula that simultaneously increase academic literacies while also reaching into the worlds of students, facilitating empowered identities among them, and making connections between their local practices and global concepts of education and social justice” (Morrell, p 235). Why not just take the pressure off of big topics such as social justice, power structure and identity by approaching it from a story? Through pop culture and different forms of literature students are able to bring in their prior knowledge, interests and voices, which will engage them in their learning. They stop being observers and transform in contributors. |
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