Potential Abstract:
In recent years, the field of education has increasingly focused on issues of interpersonal equities within learning environments. This study employs a unique approach that combines distributed hashing techniques with phenomenological genre analysis to uncover the underlying dynamics of interpersonal equities in educational settings. Through the lens of distributed hashing, we examine how information is decentralized and shared among individuals within a learning community, shedding light on the distribution and exchange of resources, opportunities, and power. Concurrently, the phenomenological genre analysis allows us to delve into the lived experiences and subjective perceptions of individuals, providing a holistic understanding of the interpersonal equities at play. By merging these methodologies, we aim to elucidate the complex interplay between social interactions, power dynamics, and equity considerations within educational contexts. Our findings not only contribute to theoretical discussions on interpersonal equities but also offer practical implications for educators and policymakers seeking to foster more inclusive and equitable learning environments. This study underscores the importance of adopting a multidimensional and interdisciplinary approach to address issues of equity and social justice in education.
Potential References:
- Exploring Follower Characteristics in Culturally Heterogeneous Virtual Teams: A Qualitative Phenomenological Study
- The aesthetics of decentralization
- A moment of love? Embodied experiences of relational depth in transactional analysis psychotherapy
- Using a hermeneutic phenomenological approach to Twitter content: a social network’s analysis of green accounting as a dimension of sustainability
- Understanding and designing for trust in Bitcoin Blockchain
