International Journal of Lifelong Education, 33(6), 737-754. Transnational families, ICTs and mobile learning. International Encyclopedia of Human Geography, Vol. Feminist legal theory: Readings in law and gendeĬresswell, T. Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. Sussex: Institute of Development Studies. Making contexts, changing places: Situating participation in development (No. Participation: The New Tyranny? London: Zed Books.Ĭornwall, A.
Information Technologies & International Development, 9(4), 19-34. Singapore migrants workers' use of mobile phones to seek social support.
Mobile Media & Communication, 2(1), 73-93. Migrant mothering and mobile phones: Negotiations of transnational identity. Ĭhib, A., Malik, S., Aricat, R.G., & Kadir, S.Z. The International Review of Research in Open and Distributed Learning, 19(3), 94-113. Differential OER impacts of formal and informal ICTs: Employability of female migrant workers. Belonging and communicating in a bounded cosmopolitanism: The role of mobile phones in the integration of transnational migrants in Singapore. The Journal of Community Informatics, 13(3), 98-129. Exploring capability and accountability outcomes of open development for the poor and marginalized: An analysis of select literature. The Electronic Journal of Information Systems in Developing Countries, 74(6), 1-20. The impact of open development initiatives in lower- and middle income countries: A review of the literature. Introduction: Cybercontext and geographical context. The discussion reflects on identity management across formal and informal digital settings as a means of transforming societal discourses of discrimination.Īdams, P.C., & Warf, B. Digital learning led to substantive learning for personal empowerment and social transformation, with aspirational strategies often involving digital skills. Marginalized students engaged in participation and collaboration activities, with specific privacy practices due to their social positions. Mobile and social media supplement open and distance learning resources to allow for open practices of consumption, production and sharing in distributed contexts of digital learning. This study examines the lived experiences of female migrant domestic workers (N=20) in Singapore attending Open University. Further, open and distance learning has been criticized for focusing narrowly on educational objectives, ignoring socio-political issues of access and participation by marginalized populations. The role of digital media and learning has often been synonymous with the use of open education resources in formal institutional settings.
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