Potential Abstract:
This research article explores the transformative potential of personalized narratives in the context of open data postcolonial simulations. Drawing upon theories of critical pedagogy, postcolonialism, and narrative inquiry, this study investigates how the integration of personalized narratives within open data simulations can enhance students’ understanding of postcolonial histories, critical thinking skills, and global citizenship.
Through a mixed methods approach, including qualitative interviews, classroom observations, and analysis of student artifacts, this study aims to examine the impact of personalized narratives on student engagement, empathy, and critical consciousness in a postcolonial context. By employing open data as the foundation for the simulations, students will have access to a rich and diverse set of historical, cultural, and social data, allowing them to actively engage with authentic materials and construct their own narratives.
This research article contributes to the field of education by offering insights into the potential of personalized narratives within open data postcolonial simulations. It underscores the importance of incorporating students’ personal experiences and perspectives into educational simulations to foster deeper understanding and critical reflection on postcolonial histories and their ongoing implications. By engaging students in the creation of their own narratives, this study seeks to empower learners to critically examine complex historical and social issues while promoting a sense of agency and interconnectedness.
Potential References:
- From colonial administration to development studies: a post-colonial critique of the history of development studies
- Postcolonial life narratives: Testimonial transactions
- Postcolonial dilemmas in narrative research
- ‘New Shanghailanders’ or ‘New Shanghainese’: Western expatriates’ narratives of emplacement in Shanghai
- Stories of women: Gender and narrative in the postcolonial nation
