Examining the Impact of Distributed Ledger Technology on Uncontested Racial Prejudices in Educational Regimes

Potential Abstract: This research article investigates the potential of distributed ledger technology (DLT) to address and mitigate uncontested racial prejudices within educational regimes. Drawing upon theories of racism and prejudice in education, the study explores how DLT can disrupt existing power dynamics and promote equity and inclusivity in educational systems. The research employs a mixed-methods approach, incorporating both quantitative data analysis and qualitative case studies.

The study begins by examining the manifestations of racism and prejudices in educational settings, identifying key challenges and consequences for marginalized communities. It then explores the theoretical underpinnings of DLT and its potential to foster transparency, accountability, and decentralized decision-making. By leveraging the immutability and traceability features of DLT, this research aims to investigate how the technology can challenge the status quo and promote a more equitable distribution of resources, opportunities, and decision-making power.

The empirical phase of the study involves a comprehensive analysis of existing educational regimes and their susceptibility to racial biases and prejudices. Focusing on a specific geographic region, the research team analyzes educational policies, practices, and curricula to identify areas where racial inequalities are present and uncontested. The use of qualitative case studies provides in-depth insights into the experiences and perspectives of students, educators, and administrators.

Simultaneously, quantitative data analysis is conducted to measure the impact of DLT interventions on addressing racial prejudices within educational regimes. This analysis includes examining changes in student outcomes, educational resource allocations, and decision-making processes before and after the implementation of DLT interventions.

The findings of this research contribute to the existing literature on racism and prejudices in education, with a specific focus on the potential of DLT to disrupt and transform educational systems. By shedding light on the challenges and opportunities associated with DLT adoption, this study aims to inform policymakers and practitioners about the potential of technology to promote equity and inclusivity in educational regimes.

Potential References: