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TimestampFPDA LensInterpretive Note
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04:27–06:09Positioning (Red)Evy explicitly positions herself in the dual role of facilitator and co-designer and invites the collective to challenge her if facilitation becomes too directive. Quentin then positions the group as collaborators who will nevertheless initially “look” to Evy for guidance. The exchange establishes facilitator, collaborator, and participant positions as relational and potentially unstable from the project's outset.
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07:12–12:30Power (Orange)The collective considers how federal policy can exercise power beyond formal enforcement by legitimizing particular beliefs about gender and emboldening educators who already hold them. Institutional discourse is described as shaping what teachers feel permitted to teach, discuss, or even engage with personally, locating power across policy, educational institutions, and everyday practice rather than within a single actor.
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13:04–18:34Competing Discourses (Yellow)Discourses of DEI, cultural recognition, gender plurality, and educational equity collide with emerging political discourses advocating sameness, binary gender, and restrictions on DEI. Co-designers describe these contradictions as already affecting students and teachers, while the possibility that the game itself could become inaccessible or prohibited makes the discursive conflict materially consequential for its design.
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17:29–19:02Agency (Green)Political constraint becomes a site of design possibility when a co-designer responds to the prospect of the physical game being restricted by imagining alternative modalities, including online or largely verbal play. The same political discourse is then appropriated into a possible “Dear Colleague” setback card. Rather than operating outside constraint, agency emerges through creatively reworking that constraint into the developing game's form and mechanics.
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26:29–30:05Identity Construction (Blue)The collective begins imagining gameplay in which players' initial perspectives and biases are not fixed characteristics but can change through scenarios, encounters with other perspectives, and increasingly collaborative goals. Identity becomes something constructed through interaction: players may begin from individualized lenses but gradually redefine their goals through relationships with others, making transformation of perspective part of the game's emerging design.
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33:16–37:22Subjectivity / Shifting Subject Positions (Purple)A co-designer moves among several subject positions while interrogating what “gender equity” means: educator, military member, person seeking promotion, supporter of some institutional practices, critic of others, and participant struggling with their current institutional location. Their account resists a singular ideological position; practices such as removing gender and racial identifiers are experienced as potentially equitable even while the broader institution produces significant personal tension. Gender equity consequently emerges as situated and differently experienced across age, role, and institutional context.
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