Unveiling Cognitive Biases in Poststructural Race Analysis of Hypermedia in Education

Potential Abstract: This research article explores the intersection of race, hypermedia, cognitive biases, and poststructural analysis in educational settings. It investigates how hypermedia, as a technological tool, can perpetuate or challenge cognitive biases in the understanding and interpretation of race. Drawing on poststructural theoretical frameworks, the study aims to uncover and critically analyze the underlying power dynamics and discursive constructions embedded within hypermedia platforms.

Utilizing a mixed-methods approach, the study examines the experiences of students and teachers in racially diverse classrooms as they engage with hypermedia content related to race. The qualitative component involves in-depth interviews, classroom observations, and document analysis, while the quantitative component employs surveys and data analytics to identify patterns and trends. The study also includes critical discourse analysis of hypermedia materials used in educational contexts to uncover hidden ideologies and power relations.

The findings reveal how hypermedia can both reinforce and challenge existing cognitive biases related to race. It elucidates the ways in which hypermedia platforms can perpetuate stereotypes and biases, leading to the reproduction of oppressive social structures. Additionally, the study uncovers alternative narratives and counter-narratives that challenge dominant discourses and open up possibilities for critical engagement and transformative learning.

The implications of this research are significant for educators, policymakers, and developers of educational technologies. By understanding the complex interplay between hypermedia, race, cognitive biases, and poststructural analysis, educational stakeholders can make informed decisions about the selection, design, and implementation of hypermedia tools that promote equitable and inclusive educational environments. This research has the potential to contribute to the advancement of anti-oppressive pedagogies and the development of critical digital literacies.

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