Potential Abstract: In recent years, the intersection of education, technology, and social justice has become a focal point for researchers and practitioners alike. This study explores the potential of distributed ledger technology (DLT) in fostering anti-racist education practices within institutional settings. By examining the dynamics of power, knowledge production, and accountability in educational systems, we interrogate how DLT can disrupt traditional hierarchies and facilitate more equitable and inclusive learning environments. Drawing on critical theories of race, technology, and education, we analyze the implications of deploying DLT to address issues of bias, discrimination, and exclusion in educational practices.
This research critically evaluates the complexities of integrating DLT into educational systems, particularly in navigating the tensions between naive conceptions of technology as inherently neutral and the realities of embedded biases and power structures. By engaging with the concept of standard practices in education and the potential of DLT to challenge and transform these norms, we offer a nuanced analysis of the opportunities and challenges of leveraging blockchain technology for anti-racist pedagogy. Through a multi-method approach that includes interviews, case studies, and participatory action research, we explore the implications of adopting DLT for curriculum development, assessment practices, and community engagement in educational contexts.
Potential References:
- Smart decentralization? The radical anti-establishment worldview of blockchain initiatives
- The handbook of archival practice
- Use of a School-based Audit Tool for Guiding Anti-racism Education in Schools: A Pilot Assessment
- The Interlopers as Disruptors-A constructivist grounded theory study of Australian social work education
- The Global Ecodigital Divide: A Collaborative Mapping Exercise for Online Classrooms
