Potential Abstract: This research article investigates the intersection of cognitive models in education through a Foucauldian lens, specifically examining the implications of Creative Commons licensing within the realm of economics. Drawing on the theoretical framework of Michel Foucault’s concepts of power, knowledge, and discourse, this study aims to explore how cognitive models in education are constructed, disseminated, and regulated within the context of Creative Commons licensing agreements. By employing a critical discourse analysis approach, this research seeks to uncover the power dynamics at play in shaping educational practices and policies related to the use of open educational resources (OER) under different economic frameworks. The study will utilize qualitative data from interviews with educators, policymakers, and industry experts to examine how cognitive models of education are influenced by broader economic forces and regulatory structures. Ultimately, this research aims to contribute to a deeper understanding of the complexities surrounding the adoption and adaptation of cognitive models in education, particularly in the context of emerging digital learning environments and shifting economic landscapes.
Potential References:
- Foucauldian discourse analysis: Moving beyond a social constructionist analytic
- The problem with self-management: Problematising self-management and power using a Foucauldian lens in the context of stroke care and rehabilitation
- Toward a Foucauldian analysis of international regimes
- The discourse of Michel Foucault: A sociological encounter
- Critique and cognitive capacities: Towards an action-oriented model
