Potential Abstract: In this study, we investigate the intersection of race, prejudices, and the emerging Web3 technology within the context of reified commons in education. As digital platforms increasingly shape everyday interactions and educational practices, it is crucial to understand how biases rooted in race manifest and propagate in these virtual spaces. Drawing on critical race theory and digital sociology, we analyze the ways in which racial prejudices are reinforced, challenged, and transformed within the Web3 reified commons of educational settings. Utilizing a mixed-methods approach, we examine user-generated content, platform algorithms, and community norms to explore the complexities of race and biases in these digital environments. Our findings reveal the intricate dynamics of power, representation, and exclusion that influence the experiences of individuals from diverse racial backgrounds in Web3 reified commons. By shedding light on the subtle mechanisms through which racism operates in digital spaces, this study contributes to ongoing conversations about equity, access, and social justice in education.
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