Crossing the Bridge of the Digital Divide: A Walk with Global
Leaders explores the combined effect of the rapid growth of
information as an increasingly fragmented information base, a large
component of which is available only to people with money and/or
acceptable institutional affiliations. In the recent past, the
outcome of these challenges has been characterized as the ""digital
divide"" between the information "haves" and "have nots" along
racial and socio economic lines that seem to widen as time passes.
To address the issues of digital equity and digital inequality in
an effort to bridge the digital divide, educational scholars,
researchers and practitioners are in positions to ensure equitable
opportunities are made available for people of all ages, races,
ability, sexual orientation, and ethnicity in support of social
justice for bridging the digital divide. The digital divide
addresses issues concerning equal opportunity, equity and access
that have an effect on the development of marginalized and
otherwise disenfranchised populations within and across systems
nationally and internationally. The contributing authors-
representing Unites States, Canada, South Africa, New Zealand, and
the UK - posit that education institutions can serve as the bridge
to close the digital divide for students who do not have access to
information technology in their homes. At a time when more
computers are made available in schools than ever before, the
digital divide continues to widen and fewer people in the lowest
SES groups are given the opportunity to join the world of computer
technology and the internet. As a result, the influence of
leadership activity on institutional racism, gender discrimination,
inequality of opportunity, inequity of educational processes,
digital exclusion, and justice have gained currency and attention.
The contributing national and international authors examine the
digital divide in terms of social justice leadership, equity and
access. It is within this context that the authors offer
discussions from a lens of their choice, i.e. conceptual, review of
literature, epistemological, etc. By adopting an educational
approach to bridging the digital divide, researchers and
practitioners can connect and extend long- established lines of
conceptual and empirical inquiry aimed at improving organizational
practices and thereby gain insights that might be otherwise
overlooked, or assumed. This holds great promise for generating,
refining, and testing theories of leadership for equity and access,
and helps strengthen already vibrant lines of inquiry on social
justice.
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