Disrupting Categorical Stereotypes Through Postcolonial Commons on Distributed Ledgers

Potential Abstract: This research study investigates the potential of utilizing distributed ledger technology to challenge and disrupt categorical stereotypes in education through a postcolonial lens. Despite advancements in educational practices and policies, deeply ingrained stereotypes and biases continue to persist, leading to unequal opportunities and outcomes for marginalized groups. By drawing on postcolonial theory, this study aims to explore how the concept of commons can be applied within educational systems to deconstruct these stereotypes and promote inclusivity and equity. Distributed ledger technology, known for its transparent and decentralized nature, offers a unique platform for recording, verifying, and sharing information securely, making it a promising tool for challenging existing power dynamics and narratives.

Through a qualitative research design, this study will engage with educators, policymakers, and community members to co-create and implement initiatives that leverage distributed ledgers to challenge categorical stereotypes within educational settings. Data will be collected through interviews, focus groups, and document analysis to capture the perspectives and experiences of stakeholders involved in the process. By centering the voices of those most affected by stereotypes, this study seeks to amplify marginalized narratives and empower communities to shape more inclusive educational environments.

The findings of this study aim to contribute to the growing body of literature on technology, education, and social justice, offering insights into the potential of distributed ledger technology to disrupt existing power structures and challenge categorical stereotypes in education. By engaging with postcolonial theory and the concept of commons, this research seeks to promote a more equitable and inclusive educational landscape for all learners.

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