Examining the Creative Commons Milieu through Indigenous Theories: A Keynesian Perspective

Potential Abstract:
This research article investigates the intersection of indigenous theories, Creative Commons, and a Keynesian perspective within educational contexts. Indigenous knowledge and practices have long been marginalized in formal education systems, but recent efforts have aimed to incorporate indigenous perspectives into curriculum and pedagogy. At the same time, the advent of Creative Commons has revolutionized the sharing and dissemination of knowledge, challenging traditional notions of intellectual property and fostering collaborative and open approaches to education. This study seeks to explore how indigenous theories can inform and enrich the Creative Commons milieu, and how a Keynesian lens can contribute to understanding the implications of this intersection.

In this research, we adopt an interdisciplinary approach, drawing on insights from both artificial intelligence and education. By leveraging AI technologies, we aim to identify and analyze indigenous theories that can inform the development and implementation of Creative Commons resources. We will explore how these resources can be designed to align with indigenous ways of knowing, learning, and teaching. Additionally, we will incorporate a Keynesian perspective to examine the socio-economic implications of these efforts, taking into account issues of equity, access, and power dynamics.

This study will employ a mixed-methods approach. First, we will conduct an extensive literature review to identify existing research that examines indigenous theories, the Creative Commons, and Keynesian perspectives in educational contexts. Second, we will gather qualitative data through interviews and focus groups with educators, policymakers, and indigenous community members to gain insights into their experiences and perspectives. Finally, we will analyze the data using thematic analysis and develop a framework that integrates indigenous theories, Creative Commons, and a Keynesian perspective for effective educational practices.

Potential References: