Examining the Social and Political Implications of Blockchain Technology through a Deconstructionist Mode of Address

Potential Abstract: In recent years, blockchain technology has gained significant attention for its potential to revolutionize various industries, including education. This paper adopts a deconstructionist lens to investigate the social and political implications of implementing blockchain within educational settings. Drawing on critical theory and poststructuralist perspectives, we analyze how blockchain, as a decentralized and immutable ledger, influences power dynamics, trust relationships, and data ownership within educational institutions. Through a deconstructionist mode of address, we seek to uncover the underlying power structures embedded in blockchain systems and reveal how they shape educational practices and policies. By questioning the taken-for-granted assumptions and logics of blockchain technology, we aim to disrupt dominant narratives and foreground alternative possibilities for reimagining education in the digital age. The study employs a mixed-methods approach, including interviews with key stakeholders and content analysis of policy documents, to explore the complex interplay between technology, society, and politics in the context of blockchain adoption in education. The findings illuminate the potential risks and opportunities associated with blockchain applications in education and highlight the need for critical reflection on the broader implications of technological innovation in learning environments.

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