Enhancing Creativity at the Margins: Implications of Commons-Based Peer Production and Augmented Reality

Potential Abstract: This research article investigates the intersection of creativity, marginalized populations, commons-based peer production, and augmented reality within the realm of education. By exploring the potential of leveraging these technologies and frameworks, we aim to offer insights into how educational practices can be enhanced to better serve diverse learners. Drawing on theories of creativity and participation in digital spaces, we analyze the ways in which commons-based peer production and augmented reality can provide innovative learning opportunities for students on the margins of the educational system.

Central to this study is the notion of leveraging digital tools and platforms to amplify the voices and talents of individuals who have traditionally been overlooked or underserved in educational settings. Through a critical examination of the affordances and limitations of commons-based peer production and augmented reality, we seek to uncover new pathways for fostering creativity and engagement among marginalized learners. By considering the implications of these technologies for educational practice, policy, and research, we aim to contribute to a deeper understanding of how to create more inclusive and empowering learning environments.

Overall, this article serves as a call to action for educators, policymakers, and researchers to critically reflect on the role of technology in promoting creativity and equity in education. By embracing commons-based peer production and augmented reality as tools for innovation, we can unlock new possibilities for students at the margins and cultivate a more inclusive educational landscape.

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