A Critical Discourse Analysis of three US municipal wireless network initiatives for enhancing social inclusion

The US has a long history of telecommunications policy aimed at providing equitable access to information and communication services. In this paper we examine the most recent of these efforts, municipal wireless broadband Internet networks. Using three cases (Philadelphia, PA; San Francisco, CA; and Chicago, IL) we examine how social inclusion is expressed in the digital inclusion policy articulated in each municipality’s broadband network public rhetoric. Using Critical Discourse Analysis, our findings confirms that the growing use of digital inclusion rhetoric around broadband deployments has brought the social inclusion issue to the forefront, and effectively links discourse and technology with discursive practices and types.     

Gendered Perspectives on the Digital Divide, IT Education, and Workforce Participation in Kenya

The purpose of this study was to examine gendered perspectives on the digital divide, motivations for engaging in information technology (IT) education, and expectations regarding IT workforce participation in Kenya. Researchers interviewed 32 women and 31 men matriculating in an undergraduate IT-focused program at a Kenyan university. Interviewees reported that IT careers demand technical expertise, and a strong educational background in technology and business. However, their ability to meet these demands was hindered by significant national challenges such as restrictive IT policies, inadequate access to technology and educational resources, and a limited number of local firms that demonstrate the ability to manage advanced technology and IT workers. Women were particularly concerned about gender discrimination in the workplace. These findings imply that IT education and workforce entry require a complex mix of digital technologies, organizational capacity building, gender equity, and IT policy remedies.     

The challenges of redressing the digital divide: a tale of two US cities

Abstract.  In this paper, we examine efforts undertaken by two cities – Atlanta and LaGrange, Georgia – to redress the digital divide. Atlanta's initiative has taken the form of community technology centres where citizens can come to get exposure to the internet, and learn something about computers and their applications. LaGrange has taken a very different approach, providing free internet access to the home via a digital cable set-top box. Using theoretical constructs from Bourdieu, we analysed how the target populations and service providers reacted to the two initiatives, how these reactions served to reproduce the digital divide, and the lessons for future digital divide initiatives. In our findings and analysis, we see a reinforcement of the status quo. When people embrace these initiatives, they are full of enthusiasm, and there is no question that some learning occurs and that the programmes are beneficial. However, there is no mechanism for people to go to the next step, whether that is technical certification, going to college, buying a personal computer or escaping the poverty that put them on the losing end of the divide in the first place. This leads us to conclude that the Atlanta and LaGrange programmes could be classified as successes in the sense that they provided access and basic computer literacy to people lacking these resources. However, both programmes were, at least initially, conceived rather narrowly and represent short-term, technology-centric fixes to a problem that is deeply rooted in long-standing and systemic patterns of spatial, political and economic disadvantage. A persistent divide exists even when cities are giving away theoretically 'free' goods and services.