Potential Abstract:
In recent years, the concept of open science has gained traction as a means of promoting transparency, collaboration, and the democratization of knowledge production in academic research. However, the intersection of open science with neoliberal ideologies has raised questions about its potential to exacerbate existing inequities within the education sector. This study seeks to unpack the democratic meanings of open science within the context of neoliberal analysis in education. Drawing on critical theory and qualitative methods, we examine how open science practices are understood, enacted, and experienced by various stakeholders in education, including researchers, educators, policymakers, and students. By exploring the tensions and contradictions that arise when democratic values clash with neoliberal imperatives, we aim to illuminate the complex dynamics at play in the adoption and implementation of open science in educational settings. Our findings shed light on the ways in which open science can both challenge and reinforce existing power structures, and offer insights into the possibilities for leveraging open science to promote greater equity and social justice in education.
Potential References:
- Is open science neoliberal?
- The elephant in the room: Science education, neoliberalism and resistance
- Critical University Studies and the Defense of the Public University: Neoliberalism, Knowledge Socialism and Science as a Global Public Good
- Globalisation, neoliberalism and science education
- Science, innovation and neoliberalism
