Still playing with the past: History, historians, and digital games

Playing with the Past: Digital Games and the Simulation of History, edited by Matthew Wilhelm Kapell and Andrew B. R. Elliott, was a significant publication in the establishment of historical (digital) game studies, a field that has since continued to grow. This review essay notes some of the key interventions made by the edited collection and its scope in accounting for the complexities of digital historical games. It also reflects on what the book represented at the early stages of the discipline and the ways in which scholarly approaches have developed (or not) in the decade since its publication. In doing so, it focuses on several key areas that arose in Playing with the Past and have remained central to historical game studies. In particular, this essay examines questions of digital games’ relationship to “professional,” written history; whether games can (or need to) teach their players about the past; and the troublesome reoccurrence of and reliance on certain difficult terms, such as “historical accuracy” and “historical authenticity.” This essay argues that all three of these fundamental aspects of our current approaches to historical game studies require further criticality to build on the foundational work of Playing with the Past as well as the vital work published in the field over the last decade

Marketing authenticity: Rockstar Games and the use of cinema in video game promotion

Considering promotional materials as a source of information themselves, this article tracks how Rockstar Games position titles through cinema references. Referring to the relationship between video games and cinema, and tendencies to evaluate video games according to their “cinematic” qualities, it demonstrates Rockstar’s attempt to have an active role in coding their products as such. Through discourse analysis of selected Rockstar-authored promotion and other paratextual sites of information, it illustrates the ways in which the promotion of Max Payne 3 (2012), Red Dead Redemption (2010), and L.A. Noire (2011) encouraged identification of their relative cinematic influences and/or qualities

Aboriginal Languages in Quebec: Fighting Linguicide with Bilingual Education

Aboriginal peoples in Quebec are fighting for the survival of their language and culture. An essential component of Aboriginal decolonization and empowerment is the protection and enhancement of the Aboriginal heritage language. In this article, we review twenty years of research in Arctic Quebec (Nunavik) involving Inuit students educated in Inuktitut as well as in French and English. Our research reveals that children not only learn better in their own heritage language as opposed to one of the societally dominant languages, but also develop a more positive view of themselves, and a healthier view of Inuit as a group. Bilingual Education is shown to be of crucial importance for the vitality of Inuit language and culture.Les peuples autochtones du Québec luttent afin de préserver la survie de leur langue et de leur culture. Un élément essentiel de la décolonisation et de l’autonomisation autochtone est la protection et l’enrichissement de la langue ancestrale autochtone. Dans cet article, nous effectuons une analyse de vingt années de recherche dans le Nord du Québec (Nunavik) impliquant des élèves inuits scolarisés en français et en anglais. Nos recherches ont révélé que ces enfants non seulement apprennent mieux dans leur propre langue ancestrale plutôt que dans une des langues dominantes de la société, mais aussi qu’ils développent une image d’eux-mêmes plus positive, et une représentation plus saine des Inuits en tant que groupe. Il est démontré que l’enseignement bilingue est d’une importance cruciale, contribuant à la vitalité de la langue et de la culture inuites

Current Research in Industrial Relations: proceedings of the 13th AIRAANZ conference, volume 2: non-refereed papers

The second volume [this volume] contains papers that were submitted to the second stream [of the conference]: fully published but not-refereed papers

Santé et pauvreté: introduction de l'apprentissage transformateur dans les structures et les paradigmes de l’éducation médicale

Background: As a paradigm of education that emphasizes equity and social justice, transformative education aims to improve societal structures by inspiring learners to become agents of social change. In an attempt to contribute to transformative education, the University of Toronto MD program implemented a workshop on poverty and health that included tutors with lived experience of poverty. This research aimed to examine how tutors, as members of a group that faces structural oppression, understood their participation in the workshop. Methods: This research drew on qualitative case study methodology and interview data, using the concept of transformative education to direct data analysis and interpretation. Results: Our findings centred around two broad themes: misalignments between transformative learning and the structures of medical education; and unintended consequences of transformative education within the dominant paradigms of medical education. These misalignments and unintended consequences provided insight into how courses operating within the structures, hierarchies and paradigms of medical education may be limited in their potential to contribute to transformative education. Conclusions: To be truly transformative, medical education must be willing to try to modify structures that reinforce oppression rather than integrating marginalized persons into educational processes that maintain social inequity.Contexte : En tant que paradigme favorisant l’équité et la justice sociale, l’éducation axée sur la transformation vise à améliorer les structures sociétales en inspirant les apprenants à devenir des agents du changement social. Dans une visée d’éducation transformatrice, le programme de doctorat en médecine de l’Université de Toronto a mis en place un atelier sur le thème de la santé et la pauvreté auquel participaient des tuteurs ayant une expérience vécue de la pauvreté. Notre recherche visait à examiner comment les tuteurs, en tant que membres d’un groupe confronté à l’oppression structurelle, ont compris leur participation à l’atelier. Méthodes : Cette recherche qualitative s’est appuyée sur une méthodologie d’étude de cas et sur des données d’entrevue, en utilisant le concept d’éducation transformatrice comme prisme pour l’analyse et l’interprétation des données. Résultats : Nos résultats s’articulent autour de deux grands thèmes : les décalages entre l’apprentissage transformateur et les structures de l’éducation médicale, et les conséquences inattendues de l’éducation transformatrice au sein des paradigmes dominants de l’éducation médicale. Ces divergences et ces conséquences non voulues ont permis de constater que les cours qui sont ancrés dans les structures, les hiérarchies et les paradigmes contribueront peu à l’éducation transformatrice. Conclusions : Pour que l’éducation médicale soit véritablement transformatrice, il faut qu’il y ait une volonté de modifier les structures qui renforcent l’oppression plutôt que de faire entrer les personnes marginalisées dans des processus éducatifs qui perpétuent l’inégalité sociale.

Integrating population variation and protein structural analysis to improve clinical interpretation of missense variation: application to the WD40 domain

We present a generic, multidisciplinary approach for improving our understanding of novel missense variants in recently discovered disease genes exhibiting genetic heterogeneity, by combining clinical and population genetics with protein structural analysis. Using six new de novo missense diagnoses in TBL1XR1 from the Deciphering Developmental Disorders study, together with population variation data, we show that the β-propeller structure of the ubiquitous WD40 domain provides a convincing way to discriminate between pathogenic and benign variation. Children with likely pathogenic mutations in this gene have severely delayed language development, often accompanied by intellectual disability, autism, dysmorphology and gastrointestinal problems. Amino acids affected by likely pathogenic missense mutations are either crucial for the stability of the fold, forming part of a highly conserved symmetrically repeating hydrogen-bonded tetrad, or located at the top face of the β-propeller, where ‘hotspot’ residues affect the binding of β-catenin to the TBLR1 protein. In contrast, those altered by population variation are significantly less likely to be spatially clustered towards the top face or to be at buried or highly conserved residues. This result is useful not only for interpreting benign and pathogenic missense variants in this gene, but also in other WD40 domains, many of which are associated with disease