James W Malazita
Biographic Data
| ID | 1377393 |
|---|---|
| NAME | James W Malazita |
| GIVEN NAMES | James W |
| FAMILY NAME | Malazita |
| SIGNATURE | MALAZITA J W |
| AFFILIATIONS | Rensselaer Polytechnic Institute |
| ORCID | 0000-0003-3206-3682 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Metaverse Engineering: Epic v. Apple , Ontopolitical Play, and Gaming the Law
Through an examination of Epic v. Apple , this article defines and traces the project of metaverse engineering: a long-term, large-scale reorganization of the games industry at technical, organizational, and governmental scales. Metaverse engineering as a games industry project seeks to redefine regulatory and market landscapes to redefine what counts as a platform, as data ownership, and as games themselves. Epic Games′ goal of the platformizati…
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and re…
The Engine Is the Message: Videogame Infrastructure and the Future of Digital Platforms
On January 18, Microsoft revealed its $68.7 billion deal to acquire videogame publisher Activision Blizzard. The acquisition was pitched as an investment towards “metaverse platforms” that gaming would play a key role in developing. Journalists speculated about the increasing consolidation of the videogame industry and whether blockbuster franchises would be locked into Microsoft’s platforms and subscription services. Commentary on the metaverse …
Introduction: Toward Critical Game Design
This special issue addresses the epistemological, institutional, and political challenges of integrating critical games scholarship with game development practices and pedagogy. The featured essays help form a foundation for Critical Game Design and draw from intellectual traditions and debates not only from both game studies and game design, but from the classical design disciplines as well. We aim to build more connective tissue and collaborati…
Critical Disciplinary Thinking and Curricular Design in Games
This article details a large-scale curricular design project in creating and implementing an MS/PhD in “Critical Game Design.” Curricular design and critical scholarship in the analysis and design of games are co-constitutive. Institutional structures build individual and institutional capacity, they legitimize scholarship, define boundaries of expertise, and contribute to imaginations of disciplinary purview. We reflect on what is at stake beyon…
Digital Humanities as Epistemic Cultures: How DH Labs Make Knowledge, Objects, and Subjects
This essay develops a conceptual framework for examining and practicing digital humanities (DH) and DH labs from the perspective of science and technology studies and laboratory studies. We argue that the situatedness of DH labs extends beyond physical/institutional space and includes also epistemic, political, sociological, and disciplinary issues. To explore this, we first outline the constructivist model of laboratory knowledge practices devel…
Infrastructures of abstraction: How Computer Science Education Produces Anti-Political Subjects
ion, defined in Computer Science (CS) as bracketing unnecessary information from diverse components within a system, serves as a central epistemological axis in CS disciplinary and pedagogical practices. Its impressions can be seen across curricula, syllabi, classroom structures, IT systems; and other dimensions of the epistemic infrastructure of CS (Malazita [Forthcoming]. "Epistemic Infrastructures, the Instrumental Turn, and the Digital Humani…
Re: Configurations-A Shared Project for Literature and Science
Re:Configurations—A Shared Project for Literature and Science James W. Malazita (bio) "Would scientists read this book?" This question, posed by Jay Labinger, was a point of tension during the 2017 SLSA's Cambridge Companion to Literature and Science book response panel, constituted by Adam Nocek, Katherine Hayles, and Thomas Lamarre and moderated by Steven Meyer. Participants from the panel interpreted Labinger's question as one of scope. An edi…
Infrastructures of abstraction: How Computer Science Education Produces Anti-Political Subjects
ion, defined in Computer Science (CS) as bracketing unnecessary information from diverse components within a system, serves as a central epistemological axis in CS disciplinary and pedagogical practices. Its impressions can be seen across curricula, syllabi, classroom structures, IT systems; and other dimensions of the epistemic infrastructure of CS (Malazita [Forthcoming]. "Epistemic Infrastructures, the Instrumental Turn, and the Digital Humani…
Re: Configurations-A Shared Project for Literature and Science
Re:Configurations—A Shared Project for Literature and Science James W. Malazita (bio) "Would scientists read this book?" This question, posed by Jay Labinger, was a point of tension during the 2017 SLSA's Cambridge Companion to Literature and Science book response panel, constituted by Adam Nocek, Katherine Hayles, and Thomas Lamarre and moderated by Steven Meyer. Participants from the panel interpreted Labinger's question as one of scope. An edi…
Infrastructures of abstraction: How Computer Science Education Produces Anti-Political Subjects
ion, defined in Computer Science (CS) as bracketing unnecessary information from diverse components within a system, serves as a central epistemological axis in CS disciplinary and pedagogical practices. Its impressions can be seen across curricula, syllabi, classroom structures, IT systems; and other dimensions of the epistemic infrastructure of CS (Malazita [Forthcoming]. "Epistemic Infrastructures, the Instrumental Turn, and the Digital Humani…
Digital Humanities as Epistemic Cultures: How DH Labs Make Knowledge, Objects, and Subjects
This essay develops a conceptual framework for examining and practicing digital humanities (DH) and DH labs from the perspective of science and technology studies and laboratory studies. We argue that the situatedness of DH labs extends beyond physical/institutional space and includes also epistemic, political, sociological, and disciplinary issues. To explore this, we first outline the constructivist model of laboratory knowledge practices devel…
The Engine Is the Message: Videogame Infrastructure and the Future of Digital Platforms
On January 18, Microsoft revealed its $68.7 billion deal to acquire videogame publisher Activision Blizzard. The acquisition was pitched as an investment towards “metaverse platforms” that gaming would play a key role in developing. Journalists speculated about the increasing consolidation of the videogame industry and whether blockbuster franchises would be locked into Microsoft’s platforms and subscription services. Commentary on the metaverse …
Introduction: Toward Critical Game Design
This special issue addresses the epistemological, institutional, and political challenges of integrating critical games scholarship with game development practices and pedagogy. The featured essays help form a foundation for Critical Game Design and draw from intellectual traditions and debates not only from both game studies and game design, but from the classical design disciplines as well. We aim to build more connective tissue and collaborati…
Critical Disciplinary Thinking and Curricular Design in Games
This article details a large-scale curricular design project in creating and implementing an MS/PhD in “Critical Game Design.” Curricular design and critical scholarship in the analysis and design of games are co-constitutive. Institutional structures build individual and institutional capacity, they legitimize scholarship, define boundaries of expertise, and contribute to imaginations of disciplinary purview. We reflect on what is at stake beyon…
Provocations from the ‘STS as a Critical Pedagogy’ Workshop
This research article is a collaborative set of reflections and provocations stemming from the National Science Foundation (NSF) funded workshop on STS as a Critical Pedagogy, hosted online during the summer of 2021 by Shannon N. Conley and Emily York at James Madison University. The workshop occurred over four separate sessions, bringing together forty participants (including six undergraduate students who contributed as both facilitators and re…
Metaverse Engineering: Epic v. Apple , Ontopolitical Play, and Gaming the Law
Through an examination of Epic v. Apple , this article defines and traces the project of metaverse engineering: a long-term, large-scale reorganization of the games industry at technical, organizational, and governmental scales. Metaverse engineering as a games industry project seeks to redefine regulatory and market landscapes to redefine what counts as a platform, as data ownership, and as games themselves. Epic Games′ goal of the platformizati…
Epistemology (5 works) · Sociology (5 works) · Computer Science (4 works) · Digital Games and Media (4 works) · Discipline (3 works) · Engineering (3 works) · Engineering ethics (3 works) · Media studies (3 works) · Philosophy (3 works) · Educational Games and Gamification (2 works)