Navigating Emancipatory Cyberspaces: Addressing Cognitive Biases in Post-Imperial Educational Contexts

Potential Abstract:

Abstract: This research article explores the intersection of emancipatory education, cyberspaces, cognitive biases, and post-imperial educational contexts. Drawing on critical theories and frameworks, the study aims to examine the ways in which cognitive biases perpetuate educational inequities within digital learning environments in a post-imperial context. Furthermore, this research seeks to investigate how these biases are shaped by individuals’ positionality and the power dynamics embedded within these online spaces.

The study employs a mixed-methods approach, integrating qualitative content analysis of online discussions, surveys, and interviews with educators and students participating in a post-imperial educational environment. By exploring the experiences, perceptions, and practices of participants, the research aims to identify the cognitive biases that hinder the emancipatory potential of cyberspaces in a post-imperial educational context. Additionally, it seeks to understand how individuals’ positionality within these spaces influences the perpetuation or disruption of cognitive biases.

The findings of this study have significant implications for both researchers and practitioners in the field of educational technology. By uncovering the cognitive biases that hinder emancipatory practices, this research contributes to the development of pedagogical strategies that mitigate the impact of biases within digital learning environments. Additionally, it sheds light on the role of positionality in perpetuating or challenging these biases, highlighting the need for critical self-reflection and awareness among educators and learners.

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