Reimagining Indigenous Discourses in the Postcolonial Metaverse: A Critical Exploration of Representation

Potential Abstract: This research article critically examines the representation of indigenous discourses within the postcolonial metaverse, aiming to contribute to the ongoing discourse on decolonizing education and technology. Drawing on postcolonial theory and cultural studies, this study investigates the ways in which indigenous knowledge and narratives are represented, negotiated, and potentially reimagined within virtual spaces. The metaverse, as a digital environment that combines virtual reality, augmented reality, and the internet, offers a unique platform to explore the complexities of indigenous representation and the potential for transformative educational experiences.

The research adopts a qualitative approach, utilizing a case study design to examine specific instances of indigenous representation within the metaverse. By engaging with indigenous communities, educators, and designers, this study seeks to uncover the underlying power dynamics, cultural politics, and opportunities for resistance and agency that emerge in the digital realm. Through a comprehensive analysis of indigenous digital artifacts, visual narratives, and interactive experiences, this article aims to shed light on the ways in which the metaverse can either perpetuate or challenge colonial legacies and provide a space for indigenous resurgence and self-determination.

The findings of this study have implications for both educators and technology designers. By critically examining the representation of indigenous discourses within the metaverse, educators can gain a better understanding of the potential impact of digital environments on indigenous learners’ cultural identities, knowledge systems, and educational experiences. Furthermore, technology designers can use these insights to develop more inclusive and culturally responsive virtual spaces that empower indigenous communities and promote intercultural dialogue.

By centering indigenous voices and perspectives within the discourse on technology and education, this research contributes to the broader field of postcolonial education and digital pedagogy. It challenges dominant narratives and calls for a critical reflection on the ways in which technology can either perpetuate or disrupt colonial power structures. Ultimately, this study aims to provide a foundation for future research and pedagogical practices that foster a more inclusive, decolonized, and equitable metaverse.

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