Potential Abstract: This research article explores the intersections of gamefied networks, Creative Commons licensing, and Foucauldian concepts of positionality within educational contexts. Drawing on critical theory and poststructuralist perspectives, the study delves into the ways in which power dynamics, knowledge production, and subjectivity are negotiated in educational settings that incorporate gamefication and digital networks. By examining how educators and learners navigate these complex relationships, the article aims to shed light on the implications for agency, collaboration, and creativity in educational practices. Through a qualitative analysis of interviews, observations, and document analysis, the research identifies key themes related to the influence of gamefied networks on student engagement, teacher authority, and knowledge construction. The findings highlight the potential of Creative Commons licensing as a means to disrupt traditional power structures and promote participatory learning environments. Moreover, the study uncovers the ways in which Foucauldian notions of positionality shape individuals’ identities, actions, and interactions within these digital spaces. Ultimately, this research contributes to a deeper understanding of the socio-political dynamics at play in digitally-mediated educational experiences and offers insights for educators seeking to foster critical consciousness and empowerment among their students.
Potential References:
- I’d rather be a cyborg than a gamerbro: How masculinity mediates research on digital play
- You had me at Foucault: Living pedagogically in the digital age
- Disciplining Games
- For a fugitive game studies: Female life’s break from game culture and black–queer–neurodiverse–postcapitalist revaluations of game study
- Taking on the network: making space for the identity play of networked publics
