Potential Abstract: This article explores the potential of integrating commons-based peer production practices within educational contexts, particularly through the utilization of Slack channels as a collaborative platform. Drawing on Marxist theories of ownership, labor, and knowledge production, we argue for a reframing of education that emphasizes collective creation, sharing, and ownership of educational resources. Through a critical analysis of existing educational paradigms and platforms, we highlight the limitations of current top-down approaches and the opportunities for more equitable and participatory models of knowledge creation. By examining the principles of commons-based peer production, we propose a new framework for educational design that centers on collaboration, open access, and community-driven initiatives. We discuss the implications of adopting such a model in terms of student engagement, knowledge dissemination, and the democratization of educational processes. This research contributes to ongoing discussions in the field of education by offering a critical perspective on the potential of innovative digital technologies to transform traditional educational practices and structures.
Potential References:
- Value in the commons economy: Developments in open and contributory value accounting
- Value in the Commons Economy
- The economies (and diseconomies) of distributed technologies: The increasing tension among hierarchy and p2p
- Prefiguring the counter-hegemony of open cooperativism: The case of Open Food Network
- The telekommunist manifesto
