Potential Abstract: This research article investigates the interplay between mediated politics, uncontested positionality, and microlearning in the context of educational practices. Drawing on the theoretical framework of critical pedagogy and digital media studies, this study aims to explore how the use of digital platforms and online resources influence the construction of political knowledge and individual positionality within microlearning environments.
The study employs a mixed-methods approach, combining qualitative data from interviews and focus groups with educators and learners, as well as quantitative data from surveys and content analysis of online educational materials. Through a multi-level analysis, the research examines the ways in which mediated politics are manifested in microlearning settings, how uncontested positionality shapes learners’ engagement with political content, and the implications for educational practices.
The findings of this study contribute to the growing body of literature on the intersection of technology, politics, and education. The research provides insights into the potential of microlearning as a platform for political engagement and critical thinking, while also highlighting the challenges and limitations in the current educational landscape. By shedding light on the influence of mediated politics on learners’ positionality, this research aims to inform educators, policymakers, and researchers about the complexities of navigating political discourse within microlearning environments.
Potential References:
- “Descendants of Survivors”: Tensions in Translating COVID-19 Vaccine Promotion Videos in Hawai’i
- Designing Evidence-Informed Microlearning for Graduate-Level Online Courses
- Instructional design, technological design, and their cultural politics
- Education to change the world: Learning within/through social movements
- Exploring public health education’s integration of critical race theories: A scoping review
