DIGITAL DIVIDE: A SOCIOLOGICAL ANALYSIS DISSERTATION 4 PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF ila£fter of ^liilosiopljp IN SOCIOLOGY MOHAMMAD SWALEHIN Under the Supervision of PROF. ABDUL MATIN F SOCIOLOGY AND SOCIAL ALlCiARH MUSLIM UNIVERSITY ALIGARH (INDIA) 2010 1)S3974 !-^^4^MliZ^^ fti*Kfci«,i »5-^ jjj^ * <Decficate(f A' My parmps '!>. •.'lis^^^tfeE. .^<?' a.-^V ..^ A<B(DVL 94jm^ M. A. (Patna),M.Phil. (Delhi), Ph.D. (Toronto) Department of Sociology & Soc. Work Aligarh Muslim University Aligarh-202002 (U.P.) India Mobile: 9219173127 E-mail: amatinamu(a).gmail.com 12 June 2010 CJEJSiJT_IJF_I_C_^jrjE This is to certify tfiat Mr. ModammacCSwa(efiin das wor^cffor his 'M. (PhiC. (Degree on tHe topic "(DigitaC<DivicCe: Jl SociofbgicaCJinaCysis" under my supervision. I have guidecChim 6y regular chec^ of data and other necessary materiaCs at every step. The wor^done 6y him is originaC. I recommend this dissertation for suBmissionfor the degree of Master of <Phi(bsophy in Sociology. [/i^cl^ ((Dr. ASduC Matin) (professor of Sociology Supervisor Jlc^tiowietfj^ements In the name ofJiCCafi, the most (Beneficent and"MercifiiC, whose Senign Benediction gave me the requiredzeatfor the completion of this wor^ With deep sense of reverence, I express my sincere €C heart feCt gratitude and indeStness which fCows from heart towards my esteemed supervisor (Dr. JiBduC Matin, (Professor, (Department of SocioCogy ^ SociaC wor^ for his encouragement, inspiration and vaCuaSCe guidance towards the completion of this tas^ (Besides, the hectic engagements he was heCpfuC in every possiBCe way and led me to this milestone of achievement. I deem it a great pleasure to ac^wledge my profound gratitude to professor. 9^oor Mohammad, Chairman, (Department of Sociology €CSociaCwor^orhis support and co-operation in various ways. I wish to eiKpress my than^ to the all the teaching €C non-teaching staff of my (Department for their co-operation ^ encouragement. I than^(Dr. iSney Hasan, seminar CiSrarian, for providing me vaCuaSk 600^for this dissertation. I owe a tot, xvith the Bottom of my heart to my friends. Miss. Shazia MaCi^J^^ (Rflza, SafiaJiCi oS^ MadhatuClah 'Kfian Sherwani, who have given me intense support and Boosted my morale which helped me a great deal in my venture. Last But not the least, I than^my (Parents for every support they provided me right from the very Beginning. I wish to express my gratitude to my Brothers and sisters and all my nearly relatives who have Been a source of emotional support at times when needed. Mohammad. Swalehin 111 CONTENT Page No. Chapter 1 DIGITAL DIVIDE: CONCEPTUALIZATION 1-54 1.1 Introduction 1-14 1.2 Research Design 15-17 1.3 Perspectives on Digital Divide 17-25 1.4.1 Understanding the Digital Divide 25-30 1.4.2 Concerns on Emerging Digital Divide 30-35 1.5 The Political Illusions of the Digital Divide 35-41 1.6.1 Participating in the Processes of Social Appropriation of Technology 41-43 1.6.2 Internet, Mobile Telephone and Fixed Lines 44-45 1.7.1 Digital Divide Worldwide 45-52 1.7.2 Inter-Country Disparities in Connectivity 52-54 Chapter 2 REVIEW OF LITERATURE 55-62 Chapter 3 DIGITAL DIVIDE IN INDIA 63-104 3.1 General Background 63-66 3.2 Key ICT Information 66-68 3.3 Aspects of Information 68-80 3.4 India Face Huge Digital Divide, In Spite Of Change 80-81 3.5 Digital Divide: A problem in India 81-85 3.6 Digital Divide in Hyderabad 85-89 3.7 Background of the ICT Cluster in Bangalore 89-94 3.8 Internet Connectivity 94-96 3.9 ICT polices in India 96-99 3.10 Lessons from India 99-104 Chapter 4 DIGITAL DIVIDE IN CHINA 105-134 4.1 Background 105-110 4.2 Supports for Science and Technology 110-113 4.3 Regional Distribution of Internet Access 113-115 4.4 ConcentrationofWorld, Wide Web Users in China 116-118 4.5 Socioeconomic Dimension of Digital Divide 118-124 4.6 Factors Contributing to the Increase in the Divide 124-125 4.7 Ethnic Composition of China 125-127 4.8 Digital Divides between Urban and Rural Regions in China 128-130 4.9 Challenges of Digital Divide 130-131 4.10 Current Situation ofDigital Divide in China 132-134 IV Chapter 5 DIGITAL OPPORTUNITY INITIATIVES IN INDIA AND CHINA: A COMPARISON 135-174 5.1 India and China: A Comparison 135-140 5.1.1 Comparable Factors of Two ICT Clusters: Bangalore & Nanjing 140-142 5.2 Digital Opportunity and Initiatives in India 142-149 5.3 ICT and Poverty Reduction -A Synergy 150-158 5.4 ICT Development in China 159 5.5 Digital Opportunities in China 159-164 5.5.1 Factors Contributing to the Reduction in the Divide 164-168 5.6 Role of Community Information Centres 168-172 5.6.1 Key Obstacle to Digital Empowerment 172-174 Chapter 6 CONCLUSION 175-183 REFERENCES/BIBLIOGRAPHYAVEBSITES 184-186 APPENDIX 187 List of Tables/Graphs Page No. Table 1.1: Internet Hosts by Top Ten Countries 22 Table 1.2: International Digital Divide 43 Graph 1.1 Global Internet Comparisons 48 Table 1.3: World Internet Usage and Population Statistics 48 Table 1.4 Penetration rate of Internet use in the U.S. is compared to the adoption rate of other technologies 50 Table 1.5 Indirect Measures of Internet Access - A Comparison 54 Table 3.1 ICT Profile-India 67 Table 3.2 State Wise Tele Density in India 82 Table 4.1 Regional Distribution of Internet Access 115 Table 4.2 Comparison of East/MiddleAVest in China internet Development 115 Table 4.3 Ethnic Composition of China 127 Table 5.1 E-governance initiatives 151 VI Chapter 1 DIGITAL DIVIDE: CONCEPTUALIZATION Concept of Digital Divide LI Introduction Digital divide implies the gap among those who have access to digital technologies and those who do not have such access. The term assumes that such an access differential leads to social disparities owing to the differences in the benefit bestowed upon those who use this technology and those who do not use it. The term has gained significance as most nations around the world have started looking at this disparity as a hurdle to their overall economic progress. The rising disparities arising out of this phenomenon have been gaining attention world wide both amongst planners as well as critics. According to the United State (U.S.) National Telecommunication and Information Administration (NTIA), digital divide refers to the gap between those who do not and those who do have access to computers and the internet. During the process the notion of a digital divide and its logical implications, social problems can be addressed through provisions of computers and internet accounts have seemed increasingly problematic (http://www.ntia.doc.gov/). The difference is not necessarily determined by an access to internet, but by an access to ICT (Information and Communication Technologies) and to media that the different segments of society can use. With regard to the internet, the access is only one aspect. Other factors such as the quality of connection and related services should be considered. The most discussed issue is the availability of an access at an affordable cost. There are various definitions of the term 'Digital Divide'. Bharat Mehra defines it as "the troubling gap between those who use computers and the internet and those who do not" (Bharat Mehra, http://www.wikipedia.Org/Digiatl_divide#cite_ref-Mehra786_10-l). The term initially referred to gaps in the ownership of, or regular access to a computer. As Internet access came to be seen as a central aspect of compiling, the term's usage shifted to computers but also access to the internet. Recently, some have used the term to refer to gaps in broadband networks access. The term can mean not only unequal access to computers hardware but also inequalities between groups of people (http://en.wikipedia.org/wiki/Digital_divide). In the early 1990's, Tim Bemes-Lee developed the global hypertext system, the World Wide Web, with an aim to provide a common space where information could be shared without barriers. The expansion of the Web may have surprised even its creator. In less than ten years, the online population has grown to 180 million individuals across all continents, while an estimated 250,000 sites are added to the Web each month (www.net- surfin.com/page4.htm). Rapid expansion is not unique to the Web. Computers, a strange word some fifty years ago, are now common household items and integral parts of educational systems in many countries. At the end of 1998, more than 40 percent of the households in the United States owned computers and one fourth had Internet access (NTIA, 1999). In October 1999, ninety percent of all Canadian schools were online; four out of ten students had used e-mail during the previous school year; and 30 percent had designed their own web sites (www.nua.ie/surveys). Scholars, journalists and practitioners reacted to the rapid development of the new information and communication technologies (ICTs) with high expectations and equally great concerns. All recognize the technology's potential to overcome geographical and cultural barriers and bring needed improvement to people's lives all over the world. At the same time, fears have mounted that this potential is not being tapped. Instead of fostering a new equilibrium among countries, the ICT revolution may be widening the gap between the "haves" and the "have-nots," and creating a divide that may prove extremely difficult to close (www.techknowlogia.org).