Potential Abstract:
This article explores the genetic stories embedded within open educational practices (OEP), with a focus on uncovering postcolonial solutions for educational contexts. OEP, characterized by the use of open educational resources (OER) and open pedagogies, have gained significant attention in the field of education due to their potential to promote equitable access, learner-centeredness, and participatory engagement. However, the existing literature rarely delves into the complex genetic narratives that shape OEP and its impact within postcolonial settings.
Drawing upon a critical postcolonial lens, this research aims to unravel the hidden genetic stories within OEP that perpetuate colonial power structures, reinforce educational inequities, and overlook diverse cultural, linguistic, and epistemological perspectives. By examining the historical roots, ideological underpinnings, and implementation practices of OEP, this study seeks to identify postcolonial solutions that can transform OEP into a more inclusive and contextually responsive educational approach.
The research employs a mixed-methods design, including a systematic literature review, case studies, and interviews with key stakeholders, including educators, learners, policymakers, and technology providers. By critically analyzing educational policies, curricula, and instructional materials, this study aims to uncover the genetic stories that shape OEP and highlight the ways in which these stories impact educational practices and outcomes, particularly within postcolonial contexts.
Through this research, we envision contributing to the discourse on OEP and postcolonial education by providing insights into the genetic narratives that often remain hidden. By identifying the barriers, challenges, and opportunities for transforming OEP into a more inclusive and equitable educational approach, this study aims to inform educational policies, professional development initiatives, and pedagogical practices towards fostering postcolonial solutions in education.
Potential References:
- Indigenous body parts, mutating temporalities, and the half-lives of postcolonial technoscience
- A Lab of Their Own: Genomic sovereignty as postcolonial science policy
- Orphan DNA: Indigenous samples, ethical biovalue and postcolonial science
- Thinking differently about cultural diversity: Using postcolonial theory to (re) read science education
- Reading and teaching the postcolonial: From Baldwin to Basquiat and beyond
