The digital poverty and inclusion research group

The digital poverty and inclusion research group

Bridging the Digital Divide: Advancing Equity, Access, and Inclusion for a Just Digital Future
The Digital Poverty and Inclusion Research Group is committed to investigating how inequities in access to digital technologies, connectivity, and digital literacy impact educational and social participation across diverse communities. 
Grounded in principles of justice, inclusion, and accessibility, the group brings together interdisciplinary scholars, educators, and practitioners to explore the systemic barriers that perpetuate digital exclusion, particularly for marginalized groups such as low-income families, regional and remote learners, people with disabilities, and culturally and linguistically diverse communities. Through collaborative research, advocacy, and policy engagement, the group aims to generate evidence-informed solutions that support inclusive digital futures and equitable access to education, employment, and civic life in an increasingly digital society.

Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education

Abstract Using Judith Butler’s theory of performative subjection, this paper explores the issue of digital poverty in Initial Teacher Education (ITE) and the need for new forms of agency and advocacy to address it. The concepts of digital agency (DA) and educational data advocacy (EDA) are examined as potential responses to the growing digital divide in ITE. This theoretical paper positions DA and EDA within university settings, where technology use is prevalent but student autonomy over digital engagement varies significantly. Drawing on the Australian ITE context, the paper highlights the need for greater advocacy around the risks of discrimination, inequity, and prejudice perpetuated by digital poverty. The authors reflect on two studies and their own teaching practices to consider how teaching academics can act as Educational Data Advocates. The findings offer a novel perspective on how digital poverty intersects with agency and advocacy in Australian ITE, with implications for both policy and practice in an increasingly digitised teacher training landscape.

Researchers

Janine Arantes
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Acknowledgement of CountryWe acknowledge the Ancestors, Elders, and families of the Kulin Nation, who are the Traditional Owners of the land where this work has been predominantly completed. As we share our own knowledge practices, we pay respect to the deep knowledge embedded within the Aboriginal community and recognise their custodianship of Country. We acknowledge that the land on which we meet, learn, and share knowledge is a place of age-old ceremonies of celebration, initiation, and renewal, and that the Traditional Owners’ living culture and practices continue to have a unique role in the life of this region.
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