The digital divide - will digitization and digitalization actually help marginalized groups

 Back when I grew up in rural Skåne, Sweden internet had yet to become part of everyday life. In this part of the country, my parents where among the first ones to get internet access and later on broad-band, which at the time was a revolutionary invention even though it first went through satellite-dishes and later on the common phone-net in the form of ADSL. Today this part of Sweden actually have fiber connection, but it is up to the property owner themselves to pay around 5000 euros to get plugged into the fiber-net. Therefore, there implicity exists a digital divide between those who can afford fast internet and does who can not. This much similar to when I grew up, where the kids turned up for school around six in the morning to utilize the computer lab that had broad-band but only consisted of eight computers divided between 90 kids. 

In the ongoing discussion of digitization it is often seen as a democratic project, where internet access will increase citizenship participation. Research however shows that underdeveloped countries have a large gap in this area of development, since they barely can afford regular infrastructure. When it comes to discussion on the cultural heritage sector, there is a large awarness that digization only enables does in the developed world to take part, whilst underdeveloped countries will not achieve participation. 

This is however not only the case of a friction between first and third world countries, but also within society in the global north. With regard to AI, we can for instance see that it have the possibility to lessen a gap in education between children from academic homes and workers homes, were the latter group can utilize AI as a substitute for well-educated parents. Still, it has not been highlighted in research yet that this view of the possibilities of AI in the educational system is actually utilized for social equality. Instead, it seems like kids from well off homes utilize AI, whilst other social groups do not. Therefore, it is rather clear that it exists a risk that  AI even though the best intentions will increase the social gap instead of shortening it. It is also likely that competence within digital tools will play an increasingly important part of the futures job-market, where the social divide is likely to increase due to some kids gaining this competence from home whilst other kids are left behind. 

In Sweden it is explicitly stated within law that schools have a compensatory function. In the first chapter of the school law, fourth paragraph, it is stated all schools in Sweden have the obligation to not only ensure that every student achieve their full potential but also that the difference between pre-conditions should be compensated. This is a beautiful piece of legislation and speaks alot about Swedish society's aims towards a meritocratic state, were everyone should develop skills they are judge by rather than their social background. When it however comes to digitization, it is rather clear that some students will gain a headstart. In my view it is therefore important that ongoing debate on the possibilities of the digital society goes beyond simply viewing AI as a possibility, but also as a threat where social differences can be increased. 


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