Potential Abstract: This research article engages in a critical examination of the pervasive inequities within the field of education through a pragmatic lens, utilizing principles of deconstructionism to challenge existing paradigms. Drawing on the tenets of open science, the study aims to uncover and dismantle the structural barriers that perpetuate disparities in educational opportunities and outcomes. By adopting a pragmatic orientation, which emphasizes the practical consequences of beliefs and actions, this research seeks to provide actionable insights for addressing systemic inequalities in education. Through a combination of theoretical analysis and empirical investigation, this article explores the ways in which entrenched power dynamics and dominant discourses contribute to the reproduction of inequities in educational settings. Furthermore, it proposes innovative strategies for promoting inclusivity, diversity, and social justice within the educational landscape. By centering the voices of marginalized communities and prioritizing transparency and collaboration in research practices, this study advocates for a paradigm shift towards more equitable and just educational systems.
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