Androids and Empathy: An Exploration of Postcolonial Themes and Responses Through Video Games

• In Event: More Than/Other Than Human Educations: Mentors, Hormone Monsters, Elves, Androids, Gods, and Us

Abstract

A postcolonial and decolonial curriculum can be difficult to implement especially as American history and current events are fraught with racial tensions and political nuances. This interdisciplinary exploration suggests the use of science fiction media in the classroom, specifically Quantic Dream’s video game, Detroit: Become Human, as a way to promote empathy and prompt conversations to unravel these tensions and nuances.

Key considerations are drawn from the theoretical spheres of empathy development through literature and media, video game usage in pedagogy, orientalism, and other postcolonial curriculum theories. Establishing parallels between the narratives of the android characters with decolonial and postcolonial experiences, the game - with its use of player choice and player-character immersion - can center players in empathetic situations that can eventually encourage postcolonial literacy. A curriculum that utilizes the game and focuses on the allegorical use of autonomy, “programming,” and dehumanization can be a powerful foundation for students of this postcolonial and posthuman age.

Most media concerning androids concentrate on the philosophical considerations of humanity and what it means to be human; however, this sub-genre also employs postcolonial themes that require further exploration and deconstruction. Particularly, these narratives tend to show a spectrum of colonial behaviors by the “human” characters and the postcolonial/decolonial responses from the androids, with the programming and in-story treatment of androids mirroring stereotype-based expectations and behavior. The game, furthermore, creates direct parallels with contemporary civil unrest through revolutionary story arcs as the androids in Detroit: Become Human become “deviant” and turn away from their programming and the expectations placed on them. Eventually, the game ends with either peace talks or war depending on player decisions. Therefore, the particular use of Detroit: Become Human as a curricular choice could yield significant results since students can engage with these issues as the android characters themselves and must make decisions that have larger implications.

As U.S. classrooms navigate today’s social and political landscape, media that concern androids can allow students to explore postcolonial and decolonial concepts, promote empathy, and deconstruct typical understandings of othering.

Author

• Irene Danielle Cha, Teachers College, Columbia University