Analysing ICT and Development from the Perspective of the Capabilities Approach: A Study in South Brazil

Coelho, Taiane Ritta; Segatto, Andréa Paula; Frega, José Roberto

doi:10.1002/j.1681-4835.2015.tb00480.x

Cited by 20 publications

(9 citation statements)

References 46 publications

(91 reference statements)

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“…Coelho et al (2015) state from a project in South Brazil that "The main result was the possibility given to the population to choose to connect and use ICT for their own benefit… [but] Secondary results depend on individual choices" (p. 9). Similarly, Vaughan (2012) reports impacts of a project in Sri Lanka, aiming to develop societal improvement post-conflict, utilising the potentiality of digital technologies through government telecentres, a temple-based community ICT centre, and an e-village.…”

Section: Digital Agencymentioning

confidence: 99%

Digital Agency: Empowering Equity in and through Education

et al. 2018

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This theoretical paper is concerned with conceptualising a major issue that faces all those concerned with and charged with influencing the future of equity in education-the need for digital agency (DA). The paper offers a rationale for this concern, highlights the importance of the concept and its practices, presents the challenges it brings, some current ways in which practices are tackling these challenges, and considers the theoretical foundation for how it might be addressed further in the future. The paper defines DA, and its three component parts-digital competence, digital confidence, and digital accountability. The paper argues that DA is a fundamental requirement for and through education, that it affects all citizens in a global society, and should be enabled through their ongoing and developing digital practices. The paper concludes with recommendations for different educational groups-including policy makers, practitioners, developers, and researchers.

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Section: Digital Agencymentioning

confidence: 99%

Digital Agency: Empowering Equity in and through Education

et al. 2018

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“…Despites these criticisms, there has been a significant increase in the use of the framework within ICT4D studies. Coelho et al (2015) argue that the CA provides a rich conceptual framework for evaluating ICT4D interventions and helps to unravels vital issues surrounding the adoption and use of ICT tools for socio-economic development.…”

Section: Capability Approachmentioning

confidence: 99%

Empowerment in their hands: use of WhatsApp by women in Nigeria

Abubakar

Dasuki

2018

Gender, Technology and Development

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Information and communication technologies (ICTs) are reported to hold a lot of promise for sustainable development, poverty reduction, and the empowerment of marginalized groups, such as women and minorities in developing countries. This article discusses the relationship between women's empowerment and ICTs, by investigating the promise of empowerment associated with the use of WhatsApp by women in Nigeria. It draws upon Sen's Capability Approach (CA) to explore some implications of the use of WhatsApp mobile application on human development. We employed Sen's five instrumental freedoms to evaluate how WhatsApp has empowered women by concentrating on the opportunities provided for expanding their freedom to participate in social, economic, and political activities. Our analysis shows that WhatsApp can contribute to the empowerment of women by enabling their freedoms to participate in developmental activities; however, some contextual factors impede the ability of the women to take full advantage of these developmental opportunities that WhatsApp offers. The article concludes with some implications for policymakers advancing an agenda for 'ICTs for Development'.

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“…Agency was defined using the Choice Framework portfolio of resources (Kleine, 2013). This framework operationalised the CA and has been previously used for the analysis of ICT4D interventions (Ojo, Janowski and Awotwi, 2013;Khadilkar, 2014;Coelho, Segatto and Frega, 2015). According to Kleine (2013), agency allows individuals to navigate the social structure, which Òin turn is linked to their resource portfolioÓ (p.49).…”

Section: Operationalisation Of the Theoretical Frameworkmentioning

confidence: 99%

A psychosocial analysis of development outcomes: a digital literacy case study in Myanmar

Poveda

2018

International Development Planning Review

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including the URL of the record and the reason for the withdrawal request. A psychosocial analysis of development outcomes: a digital literacy case study in Myanmar Information and Communication Technologies for development (ICT4D) research shows inconclusive impacts on human development. Some authors argue impact could only be studied having a clear definition of development. This paper draws on the Capabilities Approach, Critical Pedagogy and Critical Psychosocial Wellbeing to propose a way of defining and operationalising development, to study a digital literacy initiative in Myanmar. Results show that while participants do indeed improve their digital skills, internalised constrains, such as self-censorship and fear of authority, limit teachers and students behaviours during the training sessions, impacting how all related to information. The paper argues ICT4D will benefit from an understanding of development that acknowledges the social and psychological wellbeing of individuals, and how these affect each other, enhancing or constraining individualsÕ development. This acknowledgment may also bright some light to why many initiatives have failed to have the expected impacts, in particular, in a long-term perspective.

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Analysing ICT and Development from the Perspective of the Capabilities Approach: A Study in South Brazil

Cited by 20 publications

References 46 publications

Digital Agency: Empowering Equity in and through Education

Digital Agency: Empowering Equity in and through Education

Empowerment in their hands: use of WhatsApp by women in Nigeria

A psychosocial analysis of development outcomes: a digital literacy case study in Myanmar

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