Potential Abstract: This research article explores the intersection of virtual texts and hackathons within the realm of educational innovation through a poststructural lens. Drawing on the theoretical framework of poststructuralism, the study examines how these emerging technologies and collaborative events can shape educational practices and learning environments. By deconstructing traditional notions of textuality and knowledge production, this research aims to shed light on the potential implications for education in the digital age. Through a qualitative analysis of virtual hackathons in educational settings, this study uncovers the ways in which participants navigate, negotiate, and contest power dynamics inherent in the production and dissemination of virtual texts.
Potential References:
- Kahoot! Gamification as an instructional technology: A socio-material account of nursing lecturers’ subjectivities
- The reality-producing dynamics of the mobile phone in Uganda
- Repoliticizing diversity work? Exploring the performative potentials of normâcritical activism
- Space and organizing: On spatial agencing
- ‘Doing’media studies: The media lab as entangled media praxis
