Potential Abstract: In the rapidly evolving landscape of education, the integration of Web3 technologies presents both exciting opportunities and complex challenges. This research critically examines the intersection of context-laden epistemologies and Web3 in educational settings through a postcolonial praxis lens. By drawing on postcolonial theories of knowledge production and decolonizing methodologies, this study seeks to explore how power dynamics, cultural contexts, and historical legacies shape epistemological perspectives in Web3 education. Through a qualitative research design involving interviews, document analysis, and participant observation, this study aims to uncover the ways in which Web3 technologies influence knowledge construction, learning experiences, and educational practices within diverse educational contexts. Specifically, this research will investigate the ways in which educators and learners navigate the complexities of digital platforms, decentralized networks, and blockchain technologies in the context of postcolonial legacies and global inequalities. By centering the voices of marginalized communities and challenging dominant discourses in education, this study aims to contribute to a more equitable and inclusive educational landscape in the digital age.
Potential References:
- A Decolonial Approach to Open-Access Repositories: How to Set Up a Subject Repository for Documents on International Cultural Relations
- Plotting Cryptoeconomic Imaginaries and Counterplotting the Network State
- Radical Left Culture and Heritage, the Politics of Preservation and Memorialisation, and the Promise of the Metaverse
- Music and Identity in Postcolonial British South-Asian Literature
- Sex Trafficking in Postcolonial Literature: Transnational Narratives from Joyce to Bolaño
