Postcolonial Entry Points into Networked Learning

Abstract

It would be overly simplistic to assume that these collaborative pedagogical approaches function uniformly across diverse student cohorts. Postcolonial theory can provide a framework to systematically investigate dynamics that potentially generate differentiated experiences or outcomes within networked learning spaces. This research delves into the pervasive influence of Western-centric discourse within online postgraduate education, shedding light on its dual impact of colonising both knowledge and identities. While networked learning promises a collaborative and inclusive educational paradigm, it becomes evident that the dominance of Western cultural norms acts as a powerful agent of colonisation, silencing non-Western perspectives and erasing their voices in the digital realm. This perpetuates historical colonial power imbalances, thus extending colonial legacies into the landscape of networked learning. The study unearths three critical entry points to this discourse, each of which amplifies the nuanced challenges posed by colonial dynamics in networked learning. First, it elucidates the reinforcement of dominant discourses, revealing how networked learning, when devoid of critical oversight, risks sustaining Western-centric narratives and structures, thereby overshadowing subaltern perspectives. This phenomenon mirrors the experiences of participants and exacerbates colonial knowledge hierarchies. Secondly, the research uncovers the marginalisation of subaltern voices within networked learning. Power imbalances within the network, if left unaddressed, can compel subaltern participants to conform to dominant discourse, leading to unequal engagement. These circumstances closely resemble the experiences reported by participants, highlighting the perils of marginalisation and the need for redress. Thirdly, the study illuminates the unsettling imbalance in knowledge sharing, reflecting the concerns raised by participants. Networked learning may inadvertently exhibit knowledge-sharing disparities, with subaltern voices contributing disproportionately while dominant discourses remain unchallenged. This dynamic impedes the network's potential to facilitate a diverse and enriched exchange of knowledge. The research underscores the pressing importance of explicitly addressing these challenges in networked learning practices. Failure to do so risks the unintentional perpetuation of colonial discourses, hindering the transformative potential of networked learning. By acknowledging these postcolonial entry points and enacting measures to rectify them, networked learning can overcome exclusionary dynamics and more effectively challenge and dismantle colonial legacies, thereby advancing a more inclusive, equitable educational landscape for all stakeholders and providing a comprehensive solution to the complex issue at hand.