Potential Abstract: This study explores the design and implementation of personalized programs within cloud operations in educational settings through a postcolonial lens. Drawing on postcolonial theory, the research investigates the ways in which power dynamics, cultural hegemony, and historical legacies influence the negotiation processes involved in the customization and adaptation of cloud-based educational programs. By examining the complex interplay between technological affordances, pedagogical practices, and sociocultural contexts, this article aims to shed light on the potential for leveraging personalized learning initiatives within the framework of decolonization and social justice in education. The study employs a mixed-methods approach, combining qualitative data from interviews with educators and administrators alongside quantitative analysis of student outcomes and engagement metrics. Findings reveal the importance of critically engaging with the colonial legacies embedded in educational technologies and the significance of reimagining personalized learning as a site for challenging dominant power structures and fostering inclusive and equitable learning environments. This research contributes to the ongoing discussions within the field of educational technology and postcolonial studies by offering a nuanced understanding of the implications of personalized programs in cloud operations for educational equity and social transformation.
Potential References:
- Indigenous peoples’ relationships to large-scale mining in post/colonial contexts: Toward multidisciplinary comparative perspectives
- Your culture, my classroom, whose pedagogy? Negotiating effective teaching and learning in Brazil
- Indigenous, modern and postcolonial relations to nature: Negotiating the environment
- Cultural diplomacy and the heritage of Empire: Negotiating post-colonial returns
- France and Algeria: a history of decolonization and transformation
