Potential Abstract: This research article explores the intersection of personalized learning theories, open science practices, and poststructural renegotiation in the field of education. Drawing on poststructuralist perspectives, the study examines how the concept of personalized learning can be reimagined through a lens of openness and fluidity, challenging traditional notions of fixed educational structures. Through an analysis of open science methodologies and the deconstruction of power dynamics within educational systems, the article delves into the potential for educators to engage in ongoing renegotiation of knowledge and pedagogical practices.
By synthesizing insights from poststructuralist theory and the principles of open science, this research contributes to a critical reevaluation of personalized learning in education. The study advocates for a reconceptualization of personalized learning that embraces diversity, complexity, and continual evolution within educational settings. By foregrounding the dynamic nature of knowledge construction and the importance of ongoing dialogue and reflexivity, the article proposes a new framework for understanding personalized learning as a process of constant negotiation and adaptation.
This article invites educators, researchers, and policymakers to reconsider traditional approaches to personalized learning and to engage with emerging paradigms that prioritize openness, collaboration, and critical reflection. By embracing the principles of open science and poststructuralist theory, the study advocates for a transformative shift towards more inclusive, responsive, and equitable educational practices.
Potential References:
- The rhizomatic learning from a perspective of poststructuralism
- Virtues of openness: Education, science, and scholarship in the digital age
- The history and emergent paradigm of open education
- Knowledge infrastructures and the inscrutability of openness in education
- … : A situated study of academic staff meaning-making and decision-making with respect to openness and use of open educational practices in higher education
