Digital Equity in a Traditional Culture

In this chapter, the authors explore the history of the Gullah people of the Sea Islands of South Carolina. In examining the history of oppression and isolation of Black Americans of Gullah descent, the authors look at how a history of racism and inequity set the stage for the digital inequities experienced by Gullah communities since the onset of the information age. They find that despite the Gullahs’ tenacious struggles for education and literacy during enslavement, many are left behind in this age of digital technology. The authors examine the effects that the isolated and closed Gullah communities, which were forced conditions during slavery, had upon many Gullahs’ reluctance and resistance to engagement in information communication technologies (ICTs) centuries later. They contend that this continued isolation inadvertently contributed to the loss of Gullah land as well as a pattern of gentrification that severely compromises Gullah traditions and values.

Digital Equity and Black Brazilians

In this chapter, the author examines the history of the colonization of Brazil through the transatlantic Black slave trade and the effects this history had upon digital equity experienced by Black Brazilians in the information age. This examination is conducted using the philosophical lenses of critical theory and critical race theory (CRT). Coming from these perspectives, the author joins other scholars in the belief that racism does, in fact, exist in Brazilian societies and joins with those who aim to dispel ‘the myth of racial democracy’ and the myth of racial harmony in a country with roots in a race-based system of slavery and peonage. The author contends that issues of digital equity and equality of opportunity can only be effectively addressed if one has a deep understanding of the factors that led to inequities that preceded the information age. With this in mind, the author shares various culturally-based grass-roots efforts along with government initiatives she observed during a preliminary investigation of digital equity in this segment of the African Diaspora.

Exploring the Notion of ‘Technology as a Public Good’

This chapter aims to explore the historical, sociological, and economic factors that engender inequities related to digital technologies in the East Asian educational context. By employing critical social theory perspectives, the chapter discusses and argues for the notion of “Technology as a Public Good” by examining the Chinese, Japanese and Korean societies’ digital divide. This chapter examines how East Asian societies are exhibiting similar yet different problems in providing equitable access to information communication technologies to the less advantaged due to previously existing social structures, and discusses the urgency of addressing these issues. Based on the analysis of the digital divide in the East Asian context, this chapter also proposes and argues for the notion of “technology as a public good” in public and educational policies for information communication technologies. Finally, the chapter invites policymakers, researchers and educators to explore a more active policy approach regarding the digital divide solution, and provides specific future research recommendations for ICT policies and policy implementation in digital divide solutions.

Paulo Freire’s Liberatory Pedagogy

This chapter explores why there is a need for scholars to not only systematically couple discussions about technology use along with technology access, but ground their inquiries in a theory of critical multiculturalism as they seek to fully understand ways for minimizing the digital divide. In order to help explain why using this critical framework is important, this discussion is set against the historical backdrop of the country of Brazil whose past in many ways parallels the United States with regard to its history of oppression and servitude of people based upon their racial heritage. Moreover, this work provides a brief discussion of Paulo Freire’s work with African Brazilians and how he helped them to develop critical understandings about how hegemonic structures limited the extent to which they were able to experience their own humanity. This chapter draws from the historical experiences of African Brazilians as a way to deconstruct how issues of technology and educational inequalities are examined in the U.S. The author of this chapter claims that if U.S. educators are to help prepare students to become productive and reflective decision-makers, they must first acquire tools for understanding their own social realities and learn ways for re-creating them to reflect the ideals of democracy and social justice. Furthermore, the author made calls for educational scholars develop a new language that captures the spectrum of questions at the center of the digital divide debate concerning access and use, but also foregrounds issues of liberation, agency and social change.

India’s Dalits Search for a Democratic Opening in the Digital Divide

This chapter seeks to recognize and read the marginal presence on the Internet of India’s most oppressed and stigmatized community, the Dalits, simultaneously as acts of resistance and acts of constituting both self and community. It is an exploratory exercise in writing the social history of technological media in general, and the Internet in particular. The medium of Internet, unlike most associated with script and print that preceded it, offers emerging users access without the censorship of either established authorities or canons of authoritative formal regulation. More significantly, it provides the Dalit community, heretofore excluded from all but the most marginal voice in civil society, with an entrance into the national discourse. And quite as important, it furnishes them with their first meaningful media platform for a nationwide internal discourse, which they have previously been denied.

Governing Digital Divides

A great part of the rhetoric accompanying the rapid diffusion of information and communication technologies (ICTs) in Western societies in recent decades has put the spotlight on their potential for generating economic growth and development in the socio-political arena. Yet mechanisms that generate disparities among citizens do not go away with the advent of electronic citizenship, as asymmetric access to economic and political resources limit access to new technologies. This contribution will be divided in three sections. In the first part, the concept of “digital divide” will be analysed by considering its first formulation in the US political debate during the Nineties, as well as the more recent efforts to consider the multidimensional nature of such category. In the second section significant quantitative measure of digital disparities between countries will be provided. Finally, it will show how developing countries adopting proprietary softwares are becoming dependent on the power of providers of ICT goods and services, which are mainly concentrated in the United States.

The Digital Abyss in Zimbabwe

Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.

Creating Virtual Marae

Maori people have a history of adaptation of new technologies. In recent decades Maori innovators have taken and adapted digital technologies for a range of purposes that can be broadly defined as educational. In this chapter, the authors examine three cases where groups have utilised, and ‘colonised’, a range of particular technologies in order to build capacity for their tribal groups and wider community. In this way they use technologies as tools to overcome some of the financial, social and political deprivation caused by historic and continuing colonisation. The authors initially locate their exploration in a discussion of the historical context of colonisation, Maori movement towards self-determination, and in a discussion of Maori values and approaches to knowledge. They then present the three cases, beginning with one from a formal tertiary education programme (a Maori one), then examining a tribal initiative for language revitalisation and finally looking at a national use of digital media through Maori television.1

From Igloos to iPods

Inuit in the Eastern Arctic of Canada reclaimed their homeland on 1 April 1999 when the newest territory in Canada, Nunavut, was created. Inuit are using new media technologies to preserve and promote their language, traditional knowledge, and ways of being. In this chapter, the reader is offered an exploration of the challenges northerners face in the digital era, including affordable, reliable access to the Internet. However, the author shows how the resilience that characterizes Inuit culture extends to their innovative adoption of new media technologies. The author offers insight into one web development project, a partnered initiative with Inuit, which enables Inuit youth to learn from their Elders, and for users around the world to learn from Inuit via an interactive online adventure. The case study of The Nanisiniq Inuit Qaujimajatuqangit, or IQ Adventure, provides an interesting example of how harnessing the power of new media can support Indigenous peoples’ decolonization efforts.

Caste, Class, and IT in India

While India has transformed itself into a global leader in IT, its major cities have become enclaves for growth that only benefits a middle- and upper-class minority. Despite the increases in employment, this prosperity has not “trickled down” to the millions of impoverished in a highly fragmented, stratified society. The caste system and the history of India’s middle class have engendered political decisions that have not benefited the poor’s use of technology. It is important to examine Indian culture in order to more fully understand reasons behind the duality of a modern, consumerist IT India and a terribly impoverished India. While there are some initiatives underway to address the digital divide, it is challenging to create replicable models in a complex and diverse country that changes rapidly from one location to another. Providing access to technology is not eliminating the existing social, cultural, political and economic factors that have created the inequities.