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This chapter examines digital education in Bihar, India, to show that digital inequities arise less from technological scarcity than from failures of management. Drawing on qualitative research with ten young people from rural, semi-urban, and urban settings, it situates Bihar as a microcosm of Global South struggles, where infrastructural deficits, untrained teachers, unaffordable data, and English-dominated platforms constrain participation. The analysis integrates Bourdieu’s concept of digital capital, intersectionality (Crenshaw, 1991; Collins, 2000), Sen’s capability approach, and theories of recognition justice (Fraser, 2000; Honneth, 1995) to argue that equity depends on how institutions allocate resources, expand capabilities, and affirm cultural diversity. Comparative insights from Sub-Saharan Africa, Latin America, and Kerala highlight that management practices, not technology alone, determine outcomes. The chapter concludes that justice in digital education requires moving beyond device distribution toward managerial systems that prioritize organizational capacity, inclusive governance, and equity-driven evaluation.

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Digital Access and Educational Equity: Technology Management and Social Justice Among Youth in Bihar

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  • 发表日期：

    2026年

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  • Niraj Kumar Singh

摘要

This chapter examines digital education in Bihar, India, to show that digital inequities arise less from technological scarcity than from failures of management. Drawing on qualitative research with ten young people from rural, semi-urban, and urban settings, it situates Bihar as a microcosm of Global South struggles, where infrastructural deficits, untrained teachers, unaffordable data, and English-dominated platforms constrain participation. The analysis integrates Bourdieu’s concept of digital capital, intersectionality (Crenshaw, 1991; Collins, 2000), Sen’s capability approach, and theories of recognition justice (Fraser, 2000; Honneth, 1995) to argue that equity depends on how institutions allocate resources, expand capabilities, and affirm cultural diversity. Comparative insights from Sub-Saharan Africa, Latin America, and Kerala highlight that management practices, not technology alone, determine outcomes. The chapter concludes that justice in digital education requires moving beyond device distribution toward managerial systems that prioritize organizational capacity, inclusive governance, and equity-driven evaluation.