Unpacking Racism in Education through Transformative Technologies: A Case Study of Jupyter Notebooks in Cloud-Based MOOCs

Potential Abstract:
In recent years, the intersection of technology and education has become a focal point for researchers seeking to address issues of equity, access, and social justice in educational settings. This study delves into the complex relationship between racism and transformative technologies, particularly focusing on the use of Jupyter notebooks in cloud-based Massive Open Online Courses (MOOCs). By examining how these technologies are utilized in educational contexts, we aim to unpack the ways in which they can either perpetuate or challenge systemic racism within the field of education.

Through a qualitative case study approach, we explore the experiences of students and instructors engaging with Jupyter notebooks in a cloud-based MOOC environment. Drawing on critical race theory and sociotechnical perspectives, we analyze the ways in which these technologies mediate interactions and shape learning outcomes. Our findings highlight both the potential for technology to empower marginalized learners and the risks of reinforcing existing power dynamics.

This research contributes to the growing body of literature on technology and education by offering a nuanced understanding of how racism operates within digital learning environments. By centering the voices of learners and educators, we illuminate the possibilities and limitations of using Jupyter notebooks in educational settings to promote equity and social justice. Our study underscores the importance of critically examining the role of technology in education and advocating for inclusive practices that prioritize the needs of diverse learners.

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