Digital divide: from access to the social appropriation of technology in Latin America

Seminar 1934

Chair: CLACSO
Coordination: Marina Poggi (DCS/UNQ, Argentina)
Home: 25 / 07 / 2019 | Registration: 04/02/2019 al 22/07/2019

Teaching team: Marina Poggi and Dardo Emanuel Neubauer

Workload: 12 weeks – 90 hours.

Payment methods
If you have a link with a CLACSO Associated Center:

Paying in one payment: USD 95 (includes issuance and shipping costs of the digital certificate).

If you have a link with a Network or Institution Associated with CLACSO:

Paying in one payment: USD 140 (includes issuance and shipping costs of the digital certificate).

If you do NOT have a link with a CLACSO Associated Center:

Paying in one payment BEFORE 15/07/2019: USD 150 (includes issuance and shipping costs of the digital certificate).
Paying in one payment: USD 190 (includes issuance and shipping costs of the digital certificate).

Course presentation:

Access to, use of, and appropriation of ICTs and communication are emerging as a new space of power and representation in society, in which the marked digital divide in Latin America gives power to some sectors and invisibility to others.
While it is clear that ICTs permeate practices in all areas of daily life, and that there are substantial differences in their use depending on determining factors such as gender, age of the user or the space they inhabit, it is essential to question the role that these resources play in the development of today's society.
In this sense, this course offers an overview of the state of the digital divide in Latin America, focusing on the region not only as a geographical unit but also because it shares similar historical and social processes. A regional perspective will allow us to understand these problems not as isolated events in each country but as part of a struggle for power and meaning that revolves around the global-local tension.
We will address various debates, approaches, and theoretical-methodological developments, global and local perspectives on access, public policies and legislation, sources, and case studies. In other words, we will explore tools that allow us to analyze the state of connectivity and use in the spaces we inhabit, the social representations that technology acquires, and a critical examination of the new inequality of the 21st century: the digital divide.

Contents:

Debates, approaches and theoretical-methodological developments.
ICT and virtuality perspectives. Virtual education.
Global and local access perspectives.
Gender perspectives.
Public policies and legislation. Sources and methodologies.
Digital wisdom.
Digital natives and immigrants. Case studies.

General Bibliography of the Seminar

DOMINIK Joseph (2007) The Dynamics of Mass Communication (Chapter 11: Internet and the World Wide Web). McGraw Hill: Mexico.
MENDIZABAL ARIAS Miren Josebe (2013) Rural World and ICT (Chapter 1.5.2: Conceptual Definition).
DE MORAES Dênis (2011) The Media Crusade in Latin America (Chapter 3: The Strategic Value of Public Communication Policies). Paidós: Buenos Aires
LORETI Damián and LOZANO Luis (2012) The role of the state as guarantor of the human right to communication. In: Barcesat, Eduardo and Corti, Arístides. Public Law. Infojus: Buenos Aires.
POGGI Marina (2018) Consuming news from 'unknown territories'. Uses of ICT in rural areas. In: CUICIID 2018.
ÁLVAREZ Clara Luz (2018) Telecommunications and broadcasting in Mexico, chapters 2 and 3; ICT, its access as a fundamental right and Public services of general interest.
LARDONE Luz (2012) Era of change or change of era?, In Seminar Digital Life: new media, society and transformations. UCC-SL and UeyDT-INTA, San Luis.
PRENSKY Mark (2009) H. Sapiens Digital: From Digital Immigrants and Natives to Digital Wisdom.
MORALES Susana. (2013). “Techno-media appropriation: capitalism at its crossroads”. In “New perspectives in communication studies. Techno-media appropriation”. Susana Morales and María Inés Loyola (Eds.). Imagomundi. Buenos Aires.
SIERRA CABALLERO Francisco and GRAVANTE Tommaso (2012). Technological appropriation and mediation. Lines and fractures for thinking about another possible communication. In Self-management of everyday life (pp. 130-138). University of Seville.
CARTY Victoria (2015). SOCIAL MOVEMENTS AND NEW TECHNOLOGY. Chapman University.
MENDIZABAL ARIAS Miren Josebe (2013) Rural World and ICT (Chapter 1.5.2: Conceptual Definition; Chapter 2: Theoretical Framework).
KEMLY Camacho (2013). Analysis of the integration of the gender perspective in the digital agendas and policies of Latin America and the Caribbean. ECLAC.
SAIBENE Lucía (2014). ICT in rural areas. VIII Sociology Conference of the UNLP, December 3-5, 2014, Ensenada, Argentina. In Academic Memory.
BECERRA, Martín (2018) Media: Latin America going against the grain. In: Nueva Sociedad magazine No. 249, January-February 2014, I.
Audiovisual Communication Services Law (26.522)
AMARC ALER, Ritmo Sur. (2010) “The crux of the matter. Popular and community radio in the digital age” Buenos Aires.
NEUBAUER Dardo (2018) Community radio in Mexico. Perspectives at the digital crossroads. Thesis to obtain the degree of Master in Communication. FCPyS. UNAM.
CAMARDA, Paula (2016) Ruralities, education and ICT: urgent challenges for educational public policies for the integration of ICT. SITEAL, Paris, France.
COBO ROMANÍ Cristóbal (2016) The Pending Innovation. Reflections (and Provocations) on education, technology and knowledge. Ceibal Foundation Collection/ Debate: Montevideo.

FAQ

What do I need to take a CLACSO virtual seminar?

The basic requirements for taking a seminar are:

Availability of at least 4 hours per week to dedicate to the seminar course.
Internet access.
Reasonable handling of communication and computer tools.
Language proficiency in the language in which the course will be taught. The official languages are Spanish and Portuguese.

What is the length of a CLACSO virtual seminar? What is the total number of hours?

The seminars last 12 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.

What is the work modality and dynamics?

A course consists of twelve classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.