Potential Abstract: This research explores the intersection of experiential learnings, the Interplanetary File System (IPFS), and postcolonial perspectives through a metalogue approach. The study delves into how learners engage with and derive knowledge from decentralized data storage systems like IPFS, which offer new opportunities for collaborative and immersive learning experiences. By adopting a postcolonial lens, we aim to critically examine power dynamics, knowledge production, and learner agency within the context of emerging technologies in education. The metalogue methodology, known for facilitating dialogues between diverse voices and perspectives, will be employed to uncover the complexities and nuances of experiential learning in the digital age. Through qualitative data analysis and participant observations, this research seeks to illuminate the ways in which learners navigate and negotiate their identities, cultures, and knowledge within the decentralized landscape of IPFS. Furthermore, the study aims to contribute to ongoing discussions on decolonizing education and promoting inclusive pedagogical practices that empower learners to become active creators and shapers of knowledge in a globalized world.
Potential References:
- Postcolonial theory in the age of planetary communications
- Listening for the Cosmic Other: Postcolonial Approaches to Music in the Space Age
- Evolving education: a postformal-integral-planetary gaze at the evolution of consciousness and the educational…
- Automating Discovery and the Engineering of Off-Earth Futures
- Placing outer space: An earthly ethnography of other worlds
