Digital Divide and Social Justice in South African Rural Schools

Abstract

This study explored the intersectionality of social justice and the digital divide in South African rural schools, focusing on how inequalities in access to digital platforms and skills exacerbate educational disparities. Employing a document analysis methodology, the study drew on previous research, policy documents, and official reports to enhance understanding of ICT implementation in rural schools. The analysis examined the consequences of the digital divide in these contexts and its broader implications for social justice. This study offers a novel approach by combining the digital divide and social justice in the context of South African rural schools. Van Dijk's digital divide theory, encompassing motivational access, material access, skills access, and usage access, served as the theoretical lens. Findings revealed that the digital divide in South African schools is deeply entrenched in infrastructural and socio-economic inequalities and a policy-practice gap. Rural schools, which predominantly serve black learners, are disproportionately affected by inadequate infrastructure, limited digital resources, and widespread digital illiteracy among both learners and educators. Compounding factors such as poverty, low economic activity, and unequal school funding further widen the digital gap. The study concludes that the digital divide constitutes a form of structural violence, and policymakers must take a more active role in ensuring equitable distribution of digital resources and implementing targeted interventions to support marginalised rural communities. Such actions are essential for advancing the broader social justice agenda in South Africa's education system.

https://doi.org/10.26803/ijlter.24.10.42