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<p>This article discusses the digital divide from the perspective of lifelong learning. Building on extant empirical findings related to digital transformation in the Nordic region, the authors develop a relational approach to explore the ways in which digitalisation has become meaningful and influential in everyday life, producing moments of marginalisation that concern us all. The authors argue that marginalisation can be viewed as a performative effect of digitalisation that flows across bodies, spaces and times as a situated conditioning of the subject. This means that marginalisation is “everywhere” and concerns everything at all times. Thus, there is no subject position free from marginalisation. This article contributes to research on the digital divide as well as on lifelong learning. In terms of the latter, its contribution goes beyond situated perspectives on learning by unfolding the dynamics of “the situated” as relations that create marginalisation, thereby producing insights into the conditions needed for lifelong learning processes to succeed.</p>

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Digital marginalisation: “Everything, everywhere, all at once”: A study of digital transformation from a lifelong learning perspective

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月20日

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  • Maria Hvid Dille,
  • Mie Buhl

摘要

This article discusses the digital divide from the perspective of lifelong learning. Building on extant empirical findings related to digital transformation in the Nordic region, the authors develop a relational approach to explore the ways in which digitalisation has become meaningful and influential in everyday life, producing moments of marginalisation that concern us all. The authors argue that marginalisation can be viewed as a performative effect of digitalisation that flows across bodies, spaces and times as a situated conditioning of the subject. This means that marginalisation is “everywhere” and concerns everything at all times. Thus, there is no subject position free from marginalisation. This article contributes to research on the digital divide as well as on lifelong learning. In terms of the latter, its contribution goes beyond situated perspectives on learning by unfolding the dynamics of “the situated” as relations that create marginalisation, thereby producing insights into the conditions needed for lifelong learning processes to succeed.