Potential Abstract:
In this study, we explore the intersection of race discourses, open science practices, and Derridean philosophy through the lens of a metalogue. Drawing on critical race theory and poststructuralist perspectives, we argue for the importance of deconstructing dominant narratives surrounding race in educational research and practice. By engaging in open science, which emphasizes transparency, collaboration, and accessibility in research, we aim to challenge traditional power dynamics and knowledge production processes that perpetuate racial inequalities.
Through a Derridean analysis, we examine the ways in which language, representation, and ideology shape our understanding of race and influence educational systems. The metalogue format allows for a dialogue between researchers, educators, and community members to critically reflect on the discourses surrounding race and to envision more equitable and inclusive educational practices. By destabilizing fixed notions of race and embracing complexity and ambiguity, we seek to disrupt normative ways of thinking and create spaces for alternative perspectives and voices to emerge.
This study contributes to the growing body of literature on race, education, and open science by offering a theoretically informed and practically oriented approach to challenging racial hierarchies and promoting social justice in educational contexts. By centering marginalized voices and engaging in critical self-reflection, we aim to foster a more inclusive and transformative educational landscape.
Potential References:
- The ambiguities of” race” in UK science, social policy and political discourse
- ‘Race’and the Human Genome Project: constructions of scientific legitimacy
- Mapping the language of racism: Discourse and the legitimation of exploitation
- Othering processes and STS curricula: From nineteenth century scientific discourse on interracial competition and racial extinction to othering in biomedical …
- Biohackers. The politics of open science
