This study offers a postcolonial critique of networked postgraduate education, interrogating how digital learning spaces often replicate colonial power structures. While such environments claim inclusivity, they can marginalise non-Western epistemologies and identities, leading to experiences of alienation and unequal participation. Drawing on postcolonial theory, the research reveals how dominant discourses suppress diverse knowledges and voices. It advocates for co-design approaches that engage learners as co-creators, fostering more equitable and culturally responsive learning. The study underscores the need for educators to recognise implicit biases and power dynamics, and calls for a reimagining of networked education that centres plurality, reflexivity, and genuine inclusivity. Ultimately, it seeks to advance socially just pedagogies in globalised digital contexts.