This research article examines the potential of remedial microlearning as a means to address prejudices in education, taking a Marxist perspective on educational expansion. In the context of a globalized and diverse society, the persistence of prejudices and biases in educational settings poses a significant challenge to achieving equity and inclusivity. While efforts to combat prejudices have been made through various educational interventions, the potential of microlearning as a remedial approach remains underexplored. Drawing on Marxist theories of education, this study investigates the effectiveness of microlearning in challenging and transforming existing prejudices among learners.
The research design involves a mixed-methods approach, combining quantitative data analysis with qualitative inquiry. A large-scale survey will be conducted to gather data on the prevalence and nature of prejudices among students across different educational contexts. Additionally, in-depth interviews and focus groups will be conducted to delve into the lived experiences of students, exploring how these prejudices manifest and influence educational outcomes. The data collected will be analyzed using statistical techniques and thematic analysis, respectively.
The study aims to contribute to the existing literature by uncovering the potential of remedial microlearning in countering prejudices in education. By adopting a Marxist lens, this research seeks to understand the structural underpinnings of prejudices in the educational system and explore ways in which microlearning can disrupt and challenge these biases. The findings of this research will inform the development of evidence-based strategies and interventions that can be implemented to foster inclusive and equitable learning environments.
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