Understanding Factors Influencing Context-Laden Positionality in Commons-Based Peer Production in Education

Potential Abstract: This research article investigates the context-laden factors that contribute to the positionality of individuals engaged in commons-based peer production (CBPP) within the educational domain. CBPP, a collaborative model where participants collectively create and share resources, has gained significant attention as a means to foster knowledge creation, innovation, and learning. However, little is known about how these context-laden factors shape the positionality of individuals engaged in CBPP, and how this positionality influences their participation, contributions, and overall outcomes.

Drawing upon theories of situated learning and social constructivism, this study adopts a mixed-methods approach to understand the complex dynamics that shape the positionality of individuals within CBPP in education. The research design includes qualitative interviews with participants engaged in CBPP projects, followed by a quantitative survey to collect additional data on their experiences, perceptions, and motivations. By considering the individual’s background, expertise, and motivations as well as the social, cultural, and technological context in which CBPP occurs, this research aims to identify key factors that influence positionality within CBPP in education.

The findings of this study will provide valuable insights for practitioners, policymakers, and researchers interested in leveraging CBPP to enhance educational practices and outcomes. By understanding the context-laden factors that shape positionality, educators can better design and implement CBPP initiatives that are more inclusive, equitable, and effective. This research also contributes to the broader literature on CBPP by shedding light on the unique challenges and opportunities within the educational context.

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