Vol. 7, Issue 1, Part I (2025)

Educational Technology (EdTech) is widely viewed as a tool capable of transforming access to quality education, but for marginalized communities like JJ Colony, an urban slum in Delhi, it reveals a more complex reality. Rather than eliminating disparities, EdTech often reinforces systemic inequalities due to interconnected barriers, including economic constraints, gendered divides, and infrastructural deficits. With fewer than 17% of households owning devices suited for structured learning, and over 70% relying solely on shared smartphones and unstable mobile data, families struggle to provide adequate digital educational access. These challenges are compounded by patriarchal norms prioritizing boys’ education, as they consume 70% of device usage compared to girls, leaving the latter significantly excluded from routine participation.
This paper adopts a sociological perspective, employing Pierre Bourdieu’s concept of Cultural Capital to explain how material and symbolic deficits—such as digital literacy, internet access, and resources—exclude marginalized families. Annette Lareau’s Constrained Cultivation reveals the tension between parents' aspirations for upward mobility through education and the systemic hurdles they face. Meanwhile, Karl Marx’s critique of Commodification underscores how freemium EdTech models exclude underprivileged groups, as crucial features like live tutoring and adaptive lessons remain locked behind unaffordable paywalls. For families earning below INR 15,000 per month, these costs render premium educational tools out of reach, creating a dual-layered system where quality education becomes a privilege.
The findings, rooted in field narratives and data analysis, highlight the multifaceted exclusions faced by families in JJ colony and mirror inequalities observed in similar urban slums. Recommendations for equity-driven reforms include subsidizing device provision to underserved families, creating gender-sensitive digital hubs with equitable resource allocation, expanding affordable public Wi-Fi zones, and optimizing EdTech content for low-bandwidth environments. Additionally, policies mandating CSR-driven subsidies for premium EdTech features could bridge the economic divide, while community-led hubs could offer inclusive digital learning spaces. Recognizing EdTech’s dual nature as both an enabler and a reinforcer of inequity, this study advocates for systemic reforms that align with local realities to ensure digital education becomes an inclusive public good. By addressing these challenges, EdTech can fulfill its transformative potential and empower marginalized communities to access equitable opportunities for learning.