I know this statement is so ubiquitous that it has become almost a cliche, but I still want to write it down because it's so important to me. Here we go: COVID-19 has exposed the reality of digital divide in unprecedented ways.
Sabah, my beloved home state, is not spared. Earlier this year, a video of an 18-year old girl staying overnight on top of a tree in the middle of a jungle so she can take her online examination went viral. Her story even made it to the BBC. But we know that this girl’s experience is not exclusive. In resource-scarce areas where Internet access is more a luxury than an everyday necessity, millions of children are falling behind in their studies. A recent UNICEF-ITU report pointed out that this is true even before 'pandemic' becomes a household word. For many years, hundreds of children in Sabah and Malaysia have had to endure unimaginable things for access to education. It's sad to think that it took a viral video of a girl studying on a makeshift treehouse for local politicians to finally take notice.
Scholars such as Warschauer contended that digital divide is more than an issue of the ‘haves’ and ‘have nots.’ Digital divide is clearly a sociological problem, and technocentric solutions are not the best answers. The question that I've been pondering upon is this: what will I discover if I try to understand digital divide by making sense of the realities within the social spaces that occupy it?
Bourdieu describes these realities as struggles between an evolving set of roles and relationships in a social domain. I have to embody these struggles in my years of service as a teacher in Sabah rural schools. In this social space, I've tried my best to address learning inequity by utilising digital resources at my disposal to the fullest. I have to learn how to manage the interplay between my knowledge of technology, pedagogy, and the curriculum content. I have to be ingenuous in adopting classroom approaches that make full use of 'anachronistic' digital equipment and snail-y Internet connections.
When I moved to a new social space as a district supervisor, my roles and relationships changed. My struggles in this new space consisted of assisting other teachers to manage the interplay between the three knowledge domains. These struggles inspired my study on ESL teachers TPACK mobilisation and enactment which I did as part of my MPhil. Through the findings, I learned that even teachers who had to teach in the most challenging situations thrived when their knowledge appropriation was properly facilitated.
McKinsey’s report which states (among others) that the quality of an education system can never exceed the quality of its teachers may have been a bit over-quoted (and have also sparked some debates - here's an example, and here's another one). But I think it accurately highlights teachers' true 'location' in this social dimension. It shows that teachers are at the centre of this sociological melee - whether we like it or not.
I truly hope this project can serve as a small first step towards understanding this better.
Will write more soon.
~ccj, Duvanson, 3.41pm
Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge University Press.
Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. The MIT Press.
In this post, I like to write about something I learned from my 4-year-old niece Jodi, on the connection between the act of giving and making sacrifices for others.
So, my mum bought a new red dress for Jodi, which she hoped Jodi would wear on Christmas day. For some reasons, Jodi didn't like the dress. She said, "It's too big." But it's not. It's just the right size for her. She also said, "I don't think it's me" - which is very odd for a 4-year old to say. Hmm. I have a precocious niece.
So, to cut a long story short - Jodi did finally wear that dress. It happened after a long conversation with me in my room. It began with me desperately trying to persuade her - by pointing out how beautiful the dress is, how gorgeous the colour, how it would suit the theme of Christmas. "See, Creamer is wearing a red dress, too," I said, referring to myself. Jodi shrugged, told me that's great, and continued to bang mindlessly on my Yamaha keyboard on full volume.
It seemed like it was going to be a miserably unsuccessful attempt, till I felt moved to pray about it in my heart. I asked God if this can be an opportunity for Jodi to learn something about the true meaning of Christmas. I had absolutely no idea what I was praying for at that time, and hadn't a single clue why I said what I said. But right after saying Amen, I felt inspired to tell Jodi about how Moing (that's what Jodi calls her grandma) went to the mall to get that dress for her, despite her difficulty to walk. I told her that Moing paid for that dress with money (Jodi was just learning about how money works). That got Jodi's attention. She stopped playing on the keyboard and asked, "So, Moing has no more money?" I replied, "Well, she still has a little bit." Then I said, "You received lots of presents for Christmas, didn't you?" Jodi nodded. "Did you give anyone a present?" Jodi said no. "How about wearing this dress as a present for Moing?" Jodi said Yes. It wasn't an easy Yes, I could see it on her face. She had tears in her eyes when she uttered that Yes. But it was a most sincere, heartfelt Yes. Jodi really meant that Yes, and she followed it up with her actions. She allowed me to take off the old shabby green dress she had on (it was her favourite dress), and to help her put on the new red dress that Moing had spent her money on, because she loves Jodi so much.
I could still see Jodi's face as I put the dress on her - how she struggled to fight back tears. She didn't even want to look at her reflection in the mirror when I told her how great she looked. It wasn't easy for her, I know. I hugged her and told her she has the most beautiful heart ever, and that I'm very, very proud of her. Then we headed to the living room to see Moing.
How Moing's face brightened at the sight of Jodi in that red dress! Jodi gave Moing a hug and wished her a Merry Christmas. Then she skipped towards the middle of the living room, and - in typical Jodi's fashion - started to twirl around and around and pretended that she's a ballerina.
I think Jodi has decided that the red dress isn't so bad after all.
Sometimes it's okay to wear a dress that I think is too big, or that's just "not me," or that I don't want to wear because I like my old one better. Especially if it makes other people happy. And especially when it's Christmas.
And getting someone a present doesn't always have to involve giving something away. Lovingly accepting a gift - no matter how I feel about it - is akin to giving the giver a present, too.
~ccj, Duvanson, 9.57am
I used to write on my old blog. If you come here from there - welcome to my new home! If you're a new visitor - hello and nice meeting you.
Nothing much here yet, but I'll be writing more soon.
Thanks for dropping by!
~ccj, Duvanson, 4.17 a.m.
Hello, I'm Cynthia. Welcome to my blog! More info in the About tab.