Virtual Texts and Hackathons: A Poststructural Framework for Educational Innovation

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.

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