This paper presents and evaluates a plan for a 2-weeks teaching moment with a series of lectures and a seminar in a Game Design course on advanced level that teaches students to critically examine their design task as game designers. This means that this is a critical intervention that can be used to educate critical makers or reflexive professionals. The center piece of the course is an assignment that asks the students to create a design prototype that is highly problematic from moral and ethical perspectives that are discussed in the course literature and lectures. The paper explains in detail the setup of the lectures and seminars and shows the results of a first trial. Any game design education (and potentially even other digital making like IT or Information Systems) that aims at educating reflexive professionals or critical researchers should be able to adapt this teaching moment.
activism, critical making, Digital games, games for the oppressed, participatory design, pedagogy for the oppressed, power, Resistance, Teaching games, theater for the oppressed