Technological access, disability,
and social inclusion: Carmen's story
Leila Kajee, University
in the communication landscape to incorporate multimodal
methods of delivery in the teaching and learning of
English is making its presence felt in South African
higher education spheres, and learners are constructing
identities, and negotiating meaning in online spaces.
Rather than perpetuate the divide in developing countries,
this paper argues for the use of technology for social
inclusion, and reports on an Internet Literacy course
at a South African University that incorporates face-to-face
and online modes of delivery. The aim of the paper
is to examine how the only blind participant among
a group of sighted participants perceived the technological
discourses of the university, as well as the course.
Included is a discussion of how she constructed her
identity and negotiated meaning in the course. The
construction of identity is presented from Hall's
(1999) and Norton (Pierce's) (1995,1997, 2000) views
of how people understand their relationship in the
world, how that relationship is constructed across
time and space, and how people understand their possibilities
for the future.