Digitisation of higher education and research: Raising inclusivity and equity issues for indigenous students
DOI:
https://doi.org/10.18489/sacj.v35i1.1107Abstract
This conceptual article critiques digitisation of higher education and research as it relates to inclusivity and equity for indigenous students. I argue that indigenous students’ access to education is not limited to indigenisation of their learning, knowledge and research; it is more about what they learn and how they learn it through technology – information and communication technology (ICT) and online platforms. These students are excluded and do not enjoy equal educational opportunities when digitising their learning and knowledge does not relate to their cultural contexts. In addition, innovative projects and programmes which are insensitive to the dynamics of indigenous knowledge further make indigenous knowledge vulnerable to colonial practices. This article contributes insights into the vulnerability of indigenous students and institutions of higher learning being uncritical of the digitisation of their learning, knowledge, and research. The article will conscientise institutions of higher learning to digitise learning and research from a truly transformational perspective.
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