Year Published: 2017
Date Published: 01/03/2017
Author/s: Dr Huw C. Davies, Dr Rebecca Eynon, Ms Sarah Wilkin
Research Link: https://www.tandfonline.com/doi/full/10.1080/1369118X.2017.1293131?scroll=top&needAccess=true
Methodology: Intended to be a mixed method case study involving before and after interviews, a short survey with all 30 students, before and after comparisons of school data about each student, and exit interviews with parents and teachers involved with the scheme, the ISP provider and the council. It turned into a qualitative, ethnographically informed case study due to the involvement of the research team in the delivery of the intervention itself.
Although a survey was mentioned, it did not feature in the findings of the report. Most of the evidence came from interviews and summaries of field notes.
Key Takeaways:
Davies, Eynon, Wilkin
Numerous academic studies highlight the significant differences in the ways that young people access, use and engage with the Internet and the implications it has in their lives. Trying to address such inequalities is complex, and the outcomes of digital inclusion schemes are rarely uniformly positive or transformative for the people involved. Therefore the hope of such schemes that if sufficiently empowered, incentivised and aspirational, the disadvantaged can use access to technology to transform or transcend what Bourdieu [1992. The logic of practice. Studies in philosophy and education. Cambridge: Polity Press; New Ed edition] calls their ‘class of conditions’ (p. 53) is largely misplaced. This gap between expectation and reality demands theoretical attention. Focusing on a two-year digital inclusion scheme for 30 teenagers and their families in one area of England, this qualitative study analyses why, despite the good intentions of the scheme’s stakeholders, it fell short of its ambitions. Instead, our theoretical analysis explains how the neoliberalist systems of governance that are increasingly shaping the cultures and behaviours of our Internet service providers and schools cannot solve the problems they create.