Potential Abstract: This study explores the intersection of androgogies within the poststructural market landscape, with a particular focus on the utilization of Creative Commons resources in educational settings. Drawing on critical theories of intersectionality and poststructuralism, we examine how various social identities intersect with pedagogical practices to shape learning experiences in the context of market-driven educational systems. Through a qualitative inquiry, we analyze how educators navigate power dynamics, identity politics, and knowledge production within this complex landscape. By incorporating a Creative Commons lens, we also investigate how open educational resources challenge traditional hierarchies of knowledge dissemination and foster inclusive and equitable learning environments. This research contributes to the ongoing dialogue on androgogies and highlights the importance of centering intersectionality and open access principles in educational practice.
Potential References:
- Impact of telephone nursing education program for equity in healthcare
- Living, learning, and leading within the integral space: Energizing integral leadership through experiential learning
- Decentering White Space in the Two-Year College English Classroom: A Perspective through CRT, TribalCrit, and LatCrit
- Emotion, Transformative Learning, and United States Air Force Leader Development
- The anatomy of success: Academic completion among undergraduate African Americans attending college after a hiatus
