Document Type
Article
Journal/Book Title/Conference
Distance Education
Author ORCID Identifier
Rebecca Y. Bayeck https://orcid.org/0000-0001-8352-7331
Volume
45
Issue
3
Publisher
Routledge
Publication Date
6-11-2024
Journal Article Version
Accepted Manuscript
First Page
473
Last Page
480
Abstract
Decolonization as a term and concept gained prominence in the 20th century as new nations emerged from the cessation of the global colonial project which primarily saw European countries occupying different parts of the world. In modern times, interests in decolonization have taken different forms, particularly in learning design and digital learning spaces. In the digital space, researchers mainly suggest introducing indigenous perspectives and cultural lenses in the design of digital learning environments and the design of emerging technologies that embed indigenous perspectives (Nede, 2023). This reflexive essay discusses the importance of positionality in digital learning spaces and learning/instructional design. While acknowledging that existing approaches are critical, and often center marginalized groups or voices in decolonization, we also argue that the current landscape may resemble a free-for-all regarding who can engage in decolonization. We further contend that positionality and the implications of these positions need to be discussed more in the emerging literature on decolonizing digital learning spaces.
Recommended Citation
Bayeck, R. Y., & Asino, T. I. (2024). Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design. Distance Education, 45(3), 473–480. https://doi.org/10.1080/01587919.2024.2345628
Included in
Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons, Library and Information Science Commons
