Potential Abstract: This research article explores the impacts of innovative open educational practices within educational settings through a poststructural framework. By utilizing a poststructural lens, the study aims to unpack the underlying power dynamics, hierarchies, and structures that shape and influence the implementation and outcomes of open educational practices. Drawing on poststructural theories, particularly those related to transgression and deconstruction, the research investigates how these practices challenge traditional educational norms and boundaries, leading to potential disruptions and transformations in teaching and learning.
The study employs a mixed-methods approach, combining quantitative data analysis of student outcomes and perceptions with qualitative case studies of educators’ experiences with open educational practices. Findings reveal both the positive impacts and challenges associated with implementing innovative open educational practices, shedding light on the complexities of navigating power relations within educational institutions. By examining the nuances of these practices through a poststructural lens, the research contributes to a deeper understanding of how different stakeholders engage with and negotiate the boundaries of open education in a rapidly evolving educational landscape.
Potential References:
- Poststructuralism and educational research
- Knowledge infrastructures and the inscrutability of openness in education
- Five critiques of the open educational resources movement
- Critical frames in educational research: Feminist and postâstructural perspectives
- Open education: Looking at Canadian higher education through a critical research lens
