SciELO - Scientific Electronic Library Online

vol.10 número2Justifying Research as Conscious Intervention in Social and Educational Life: Activating Transformative PotentialBuilding Academic Support in Preservice Teacher Education Using Peer Tutors: An Educational Action Research Project índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados



Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google


Educational Research for Social Change

versão On-line ISSN 2221-4070


MKHLZE, Themba Ralph  e  DAVIDS, Mogamat Noor. Towards a Digital Resource Mobilisation Approach for Digital Inclusion During COVID-19 and Beyond: A Case of a Township School in South Africa. Educ. res. soc. change [online]. 2021, vol.10, n.2, pp.18-32. ISSN 2221-4070.

COVID-19 is affecting the functioning of most countries globally, creating a situation now described as the "new normal"-a time of unexpected educational change. The national lockdown, accompanied by the closure of educational institutions, brought economic hardship and deepened the digital divide between the rich and the poor. Educational institutions capable of transitioning to an online mode of delivery made that shift, while the majority of South Africa's schools remained excluded due to poverty and lack of technological infrastructure. The educational sector is at wits' end to find strategies to curtail the growing digital divide. This paper offers a digital resource mobilisation approach as framework to keep schools on the path to achieving the National Development Plan's aim of ICT capacitation. To consider developmental possibilities and respond to the digital exclusion of township schools, we asked the question: "What are the online teaching and learning experiences of school stakeholders?" Responses to this question assisted development of a digital resource mobilisation theory that is offered as a viable approach to digital inclusion and social change. Data were collected by telephonic interviews with three teachers, three learners, three school governing body parents, and one school principal. Based on the findings, recommendations for digital inclusion are suggested.

Palavras-chave : COVID-19; digital exclusion; township schools; digital divide; resource mobilisation.

        · texto em Inglês     · Inglês ( pdf )


Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons