DIGITALLY EXCLUDED, STRUCTURALLY MARGINALIZED: RETHINKING DIGITAL LITERACY THROUGH A FEMINIST PEDAGOGICAL LENS

Abstract

In the contemporary push toward digital transformation in education, the discourse on digital literacy is often framed through technocratic lenses that prioritize access and skill acquisition while overlooking the deep-rooted structural inequalities that shape digital participation. This chapter critically interrogates mainstream narratives of digital literacy by adopting a feminist pedagogical framework that centres the lived experiences of women and marginalized communities. Drawing on the works of scholars such as bell hooks (1994), who advocates for education as the practice of freedom, and Nancy Fraser (2000), who emphasizes participatory parity, this chapter contends that digital literacy must move beyond functional competencies to embrace critical consciousness, empowerment, and socio-political awareness. Recent data underscores the urgency of this re-evaluation. The GSMA Mobile Gender Gap Report (2022) reveals that women in low- and middle-income countries are 21% less likely than men to use mobile internet, citing affordability, safety concerns, and restrictive gender norms as key barriers.