Titlebook: Digital Inequalities in the Global South; Massimo Ragnedda,Anna Gladkova Book 2020 The Editor(s) (if applicable) and The Author(s), under

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,Einleitung: Hochfliegende Pl?ne?,th information and education in Sub-Saharan Africa. More specifically, the chapter draws from case studies in Madagascar, Niger, C?te d’Ivoire, Senegal, and Tanzania, and we showcase the best praxis on how digital technologies are used to improve learning and health information usage. Some tested ex

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Risiken informatisierter Produktion use colonial languages or the Latin script when using devices, and create barriers for Africans who lack these skills. This chapter expands the term “digital inequality” to encompass how technologies exacerbate offline inequality, such as rapid minority and Indigenous language and script extinction

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https://doi.org/10.1007/978-3-658-08017-4tion of Latin America as an example of this phenomenon. We base our case on the application of the Center–Periphery Model and the Theory of Dependence to explain how digital technology turned into “soft power” with new forms of colonialism: electronic and cultural. With the aid of the concept of Dig

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Kathrin Westh?lter,Andreas Bockon between digital and social inequalities when it comes to the rights to education in social and geographical marginalized areas? This chapter bridges both questions answering them via quantitative and qualitative data referred to a specific context, on a specific educative policy: the Conectar Igu

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