Participatory Parity and Emerging Technologies

Abstract

This chapter argues that in relation to developing and doing socially just pedagogies, emerging technologies in themselves cannot be seen as a panacea for addressing inequalities and access in higher education as many claim they do. Indeed, they may serve to deepen existing inequalities, as has been evidenced by the digital divide and the consequences that they have for access to knowledge and information. Nonetheless, despite the exclusion from the Internet and technological devices experienced by many people in southern contexts, there have been some indications that the emerging technologies together with transformative pedagogies can be used to work towards participatory parity in higher education. This chapter uses as its point of departure Nancy Fraser’s conception of social justice to understand the extent to which South African higher educators who use technologies are able to …