Original Research

Selective exclusion: the digital divide in the context of indigenous knowledge systems in South Africa

H. Lotriet, M. Matthee, F. Mazanderani
South African Journal of Information Management | Vol 11, No 1 | a395 | DOI: https://doi.org/10.4102/sajim.v11i1.395 | © 2009 H. Lotriet, M. Matthee, F. Mazanderani | This work is licensed under CC Attribution 4.0
Submitted: 12 February 2009 | Published: 12 February 2009

About the author(s)

H. Lotriet, Department of Informatics University of Pretoria Pretoria, South Africa
M. Matthee, Department of Informatics University of Pretoria Pretoria, South Africa
F. Mazanderani, Oxford Internet Institute University of Oxford Oxford, United Kingdom

Full Text:

PDF (148KB)

Abstract

This article provides an alternative view to questions of technological inclusion and exclusion in sub-Saharan Africa via an analysis of the South African governmental discourse on indigenous knowledge systems (IKS). The concept of 'selective exclusion' (SE) is developed in relation to the digital divide, highlighting that technology is not always perceived as neutral or universally beneficial, but rather is negotiated in relation to specific socio-political contexts and alternative systems of knowledge. The concept of SE highlights the following: (a) 'Western' rationality and technology can be perceived as threats to indigenous identity and knowledge and as a result treated circumspectly; (b) nevertheless the 'Western' domain is seen as promising economic benefits, which need to be accessed; (c) therefore, the 'Western' domain and its associated technologies are selectively excluded; (d) the existence of a digital divide is not necessarily seen as negative as it offers protection against globalisation; and (e) the agency of indigenous individuals and communities is considered central and the ability to appropriate technology in relation to this is stressed.

Keywords

No related keywords in the metadata.

Metrics

Total abstract views: 5288
Total article views: 4748

 

Crossref Citations

1. Education Reform in Bolivia: Transitions Towards Which Future?
José Antonio Arrueta, Helen Avery
Research in Comparative and International Education  vol: 7  issue: 4  first page: 419  year: 2012  
doi: 10.2304/rcie.2012.7.4.419