Researching Digital Inequalities in Children's Play with Technology in South Africa

Autor/inn/en	Murris, Karin; Scott, Fiona; Stjerne Thomsen, Bo; Dixon, Kerryn; Giorza, Theresa; Peers, Joanne; Lawrence, Chanique
Titel	Researching Digital Inequalities in Children's Play with Technology in South Africa
Quelle	In: Learning, Media and Technology, 48 (2023) 3, S.542-555 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murris, Karin) ORCID (Scott, Fiona) ORCID (Stjerne Thomsen, Bo) ORCID (Dixon, Kerryn) ORCID (Giorza, Theresa) ORCID (Peers, Joanne) ORCID (Lawrence, Chanique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2022.2095570
Schlagwörter	Foreign Countries; Children; Play; Equal Education; Socioeconomic Status; Language Usage; Ethnicity; Sex; Educational Environment; Access to Computers; Information Technology; Elementary School Students; Preschool Children; United Kingdom (England); South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Spiel; Socio-economic status; Sozioökonomischer Status; Sprachgebrauch; Ethnizität; Geschlecht; Geschlechtsverkehr; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Informationstechnologie; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children's learning with digital technology. The findings of the study, the first of its kind in South Africa, show the consistency of qualities and experience of play, but also reveal socio-economic, linguistic, ethnic, gender and racial inequalities in the play environments of both groups of 3-11-year-olds. Yet, despite these structural inequalities, the play ecologies of children in resource-constrained environments show their creativity within the digital/non-digital environment. The paper discusses some of the analytical tools used and the geo-political issues raised, and considers these in conjunction with selected data. We conclude that the different socio-cultural conditions and geo-political realities offer new insights about the role global education research can play in helping combat structural inequalities in resource-constrained environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01