learning landscapes in southern africa


Technological access, disability, and social inclusion: Carmen's story

Leila Kajee, University of Witwaterstrand
Breeze Presentation View attachment
Slideshow with narration (40 min)

The shift 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.