This paper presents an exploration of the emancipatory potential and contested boundaries of DevOps (Development and Operations) in the context of educational research. DevOps, a software development approach that emphasizes collaboration, automation, and continuous delivery, has gained popularity in the technology industry. However, its applicability and impact in educational settings remain relatively unexplored. This study aims to address this gap by investigating the potential of DevOps to emancipate educators and learners from traditional constraints and power structures, while also acknowledging the contested nature of its implementation and outcomes.
Drawing on critical theories of education, this research adopts a multi-method approach, including literature review, interviews, and case studies. The literature review examines existing research on DevOps and related approaches in educational contexts, identifying the emancipatory possibilities and boundaries arising from their implementation. The interviews and case studies involve educators, administrators, and students from diverse educational settings to gather in-depth insights into their experiences, challenges, and opportunities encountered when adopting DevOps practices.
The findings of this study contribute to the understanding of how DevOps can be effectively applied to educational settings to foster emancipation. By uncovering the tensions and conflicts surrounding its implementation, this research aims to provide practical recommendations for educators and educational policymakers seeking to implement DevOps in a way that promotes equity, inclusion, and social justice. Moreover, this study seeks to expand the discourse on the potential of DevOps beyond the technology industry, demonstrating its relevance and implications for the field of education.
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