Harvard Educational Review
  1. Winter 2001 Issue »

    Rethinking the Digital Divide

    Jennifer S. Light
    The term digital divide entered the American vocabulary in the mid-1990s to refer to unequal access to information technology. However, public debate has addressed the digital divide as a technical issue rather than as a reflection of broader social problems. In this article, Jennifer Light critically analyzes how access to technology is constructed as a social problem and examines the particular assumptions about technology and inequality that frame the debate. Drawing on historical examples, Light examines why hopes that technology would improve society have often not been fulfilled. The author examines the striking asymmetries between the current and earlier debates about the relationship between technology and society. She invites us to consider the different ways in which the problem of access to technology has been constructed, and suggests that these differences may generate ways to enrich the current debate and begin a conversation about more robust solutions. (pp. 710–734)

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    Winter 2001 Issue


    HER Classic Reprint: Empowering Minority Students
    A Framework for Intervention
    Jim Cummins
    Resisting and Reversing Language Shift
    Heritage-Language Resilience among U.S. Native Biliterates
    Lucy Tse
    Rethinking the Digital Divide
    Jennifer S. Light
    Further Comment: Pragmatizing the Imaginary
    A Response to a Fictionalized Case Study of Teaching
    Tom Barone
    Book Review of Sound Identities: Popular Music and the Cultural Politics of Education
    Nadine Dolby

    Book Notes

    The Annual Review of Adult Learning and Literacy
    Edited by John Comings, Barbara Garner, and Cristine Smith

    Crossing the Water
    By Daniel Robb

    Restructuring High Schools for Equity and Excellence
    By Valerie E. Lee and Julia B. Smith

    It Takes a City
    By Paul T. Hill, Christine Campbell, and James Harvey

    All Together Now
    By Richard D. Kahlenberg

    The Teaching Gap
    By James W. Stigler and James Hiebert

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