Potential Abstract:
In today’s rapidly evolving digital landscape, the intersection of statistics, web3 technologies, and educational contexts presents a myriad of opportunities and challenges. This study adopts a Foucauldian perspective to critically examine the use of statistics in web3 educational environments, particularly focusing on the ways in which data and knowledge are constructed, circulated, and controlled within digital commons. By situating statistical practices within broader socio-political contexts, this research seeks to unveil the power dynamics at play and interrogate the implications for educational equity and social justice. Drawing on qualitative data collected from educators, students, and other stakeholders, we investigate how statistical information is produced, consumed, and contested in web3 spaces, shedding light on the complex relationships between data, power, and knowledge production. Our analysis reveals the multifaceted nature of statistical literacy in digital environments, highlighting the need for critical engagement with data-driven decision-making processes. Through a Foucauldian framework, we uncover the ways in which statistical discourses shape and are shaped by broader educational discourses, offering insights into the complexities of navigating data-driven practices in the digital age. This study contributes to a deeper understanding of the role of statistics in educational contexts, emphasizing the importance of contextual factors in shaping statistical practices and outcomes in web3 environments.
Potential References:
- A Brief Sociological Ecology of the Metaverse
- Foucault and Digital Technologies of Power. Studying resistance as decentralization
- The Self, in Numbers: Subjectivity, the ‘Quantified Self,’and Bodies under Control
- The Economic and Philosophic Manuscripts of Data
- The CredSperiment: An Ethnography of a Contributions System
