| This dissertation is a qualitative study of a program designed to 'bridge' the gap between a population of Americans who have computer and Internet access, and those who do not---the Digital Divide. Much of the research on the Digital Divide is quantitative. My work approaches the issue from a different perspective and qualitatively analyzes the power/knowledge politics embedded in the pedagogical practices of a community networking program, as well as the discourse between the instructors and participants.;In order to investigate the complex and sometimes contradictory politics around teaching about and distributing free computers, this dissertation draws from critical theory, critical race theory (CRT), and gender studies under a cultural studies framework. The political economy of communication is also addressed. Two chapters provide narratives by instructors and participants in the program, while autoethnographic stories by the researcher are intertwined. The conclusion provides an analysis of the stories, which offers prescriptives for programs that strive to give to the community by providing instruction and computers. Finally, the epilogue reflects on doing ethnography; autoethnography; and relationships between researcher and participant, which serves as a reflexive discussion concerning the highs and lows of doing ethnographic research.;The research and analysis in this dissertation indicate that the Digital Divide is still an issue in the 21st century. Through participant observation, narratives and interviews over a four-year period, the results signify a discursive disconnect between policymakers and community leaders, and the underrepresented population they attempt to represent. |
