The quest for social justice through ICT access and inclusion for rural schools and communities: The South African case of Urglobal

Abstract

Mobile technology has been recognized as a tool in reducing the inequality gap, especially for those in developing communities. With a Gini score of 63 in 2014, South Africa is regarded as one of the most unequal countries in the world. Furthermore, 86% of total wealth is controlled by 10% of the population with 7% of the wealth shared by 60% of the citizens. In 2017 Urglobal initiated a concept of driving technology training for rural schools and communities using mobility. In this paper we contribute to the debate by exploring the question of how providing access to technology for rural communities can lead to inclusion and social justice. Pre- and post-training surveys together with dialogue sessions were held with the pertinent respondents to explore this question. Empirical findings reflect that driving technology training on a mobile basis can be an entry point for rural communities in achieving social justice. The study is significant in that it provides a citizen-centred design for technology training and substantiates that mobility does ensure societal access regardless of geography. The study contributes to the body of knowledge by providing proof of concept that can be used for the integration of technology into rural schools and communities.