Potential Abstract: This research explores the intricate interplay of power, agency, and participation in educational settings through the lens of virtual currency and poststructural theory. By examining how virtual currency systems impact the negotiation of knowledge and identities among diverse stakeholders, this study sheds light on the ways in which traditional power structures are challenged and reconceptualized in virtual learning environments. Drawing on poststructural frameworks, the research investigates how the use of virtual currency as a means of exchange can facilitate or hinder the renegotiation of social hierarchies and discourses within educational communities. Through a qualitative analysis of virtual currency practices in educational contexts, this study reveals the complex dynamics of participation and agency that emerge when traditional boundaries are blurred and renegotiated in virtual spaces. The findings contribute to a deeper understanding of how virtual currency systems can influence the construction and representation of knowledge, as well as the ways in which individuals navigate and contest power dynamics in educational settings. By highlighting the transformative potential of virtual currency in facilitating critical reflection and dialogue among diverse participants, this research underscores the importance of reimagining traditional notions of participation and authority in the digital age.
Potential References:
