ABSTRACT
This chapter addresses the complex and critical topic of representation of race, gender, and other bodily differences in extended reality, noting that when students of all racial, ethnic, gender, sexuality, and ability categories, but particularly those in marginalized and underrepresented groups, are asked to engage with XR tools as part of their education, concerns about embodiment, identity, power, and vulnerability are inevitable. The article discusses this issue from a range of theoretical perspectives, including critical race theory, feminist theory, black feminist thought, feminist media theory, queer theory, and feminist disability theory. It addresses a variety of pedagogical concerns related to XR in the college classroom and provides a series of questions aimed at helping instructors to make responsible decisions about creating, adapting, or adopting such tools for use in their courses.
