PAR and Digital Inclusion, An Analysis Using the Capabilities Approach and Critical Pedagogy

Poveda, Sammia C., (2016). PAR and Digital Inclusion, An Analysis Using the Capabilities Approach and Critical Pedagogy. International Journal of E-Politics (IJEP), 7(4), 1-15

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UNU in Macau Journal Articles

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  • Sub-type Journal article
    Author Poveda, Sammia C.
    Title PAR and Digital Inclusion, An Analysis Using the Capabilities Approach and Critical Pedagogy
    Appearing in International Journal of E-Politics (IJEP)   Check publisher's open access policy
    Volume 7
    Issue No. 4
    Publication Date 2016-10-01
    Place of Publication Online
    Publisher IGI Global
    Start page 1
    End page 15
    Language eng
    Abstract This paper draws upon the capability approach and critical pedagogy to analyse the value of using Problem-posing Education, a participatory action research method, in a digital inclusion initiative in Brazil. First it the capability approach and explains why using critical pedagogy is a valuable way to deal with issues of power, collective conscientisation and adaptive preference. Freire's pedagogy is then presented and conscientisation is explained as a process of raising critical awareness and praxis. The case study, presents empirical work conducted in Campinas, together with a NGO named CDI, which offers free internet access and basic ICT skills using a Freire's inspired methodology. Findings are then explained and discussed using the theoretical framework. This paper concludes that there is great value in using Freire's critical pedagogy for digital inclusion, but that further research is necessary to identify less resource intense solutions that can provide students with both conscientisation and skills.
    Keyword Human aspects of technology
    Social sciences & online behavior
    Social networking
    Copyright Holder IGI Global
    Copyright Year 2016
    Copyright type All rights reserved
    ISSN 1947-9131
    DOI 10.4018/IJEP.2016100101
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    Created: Tue, 06 Dec 2016, 11:47:46 JST by Marcovecchio, Ignacio on behalf of UNU CS