Potential Abstract:
This research article explores the sociopolitical dimensions of open educational practices (OEP) in postcolonial settings, with a specific focus on the critical analysis of standard technologies. In recent years, the increasing integration of digital technologies in educational contexts has raised important questions about access, power, and representation. This study aims to examine how OEP, as an inclusive and participatory approach to education, can challenge dominant narratives and power structures in postcolonial contexts, particularly in relation to the use of standard technologies.
Drawing on a postcolonial theoretical framework, this research seeks to critically analyze the ways in which standard technologies, such as learning management systems, online platforms, and educational apps, perpetuate and reinforce existing power dynamics and colonial legacies. By adopting a critical lens, the study aims to uncover the hidden ideologies, biases, and inequalities embedded in these technologies, which may hinder the realization of equitable and socially just educational practices.
To achieve these research objectives, a mixed-methods approach will be employed, involving both qualitative and quantitative data collection and analysis methods. The study will include interviews and focus groups with educators, students, and policymakers in postcolonial contexts, as well as surveys and document analysis to examine the use and impact of standard technologies in educational settings. The data will be analyzed using thematic analysis and statistical techniques to identify patterns, relationships, and contradictions.
The findings of this research will contribute to the existing literature on OEP and postcolonial education by shedding light on the sociopolitical implications of standard technologies in these contexts. By critically examining the impact of these technologies, this study aims to provide insights and recommendations for policymakers, educators, and technology developers to promote more inclusive and decolonized educational practices. Ultimately, this research seeks to empower marginalized communities and challenge existing power structures, creating more equitable and socially just educational systems.
Potential References:
- Posthumanism and the massive open online course: Contaminating the subject of global education
- Who is really in charge of contemporary education? People and technologies in, against and beyond the neoliberal university
- Decolonizing science and science education in a postcolonial space (Trinidad, a developing Caribbean nation, illustrates)
- Postcolonial computing: A tactical survey
- Postcolonial and feminist philosophies of science and technology: Convergences and dissonances
