Who gets to decolonize: a reflection on the importance of positionality in the decolonization of digital learning spaces and learning design

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). 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.