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This paper aims to assess the usage pattern of telecentres, how rural women frame telecentres and barriers that limit use of telecentres. Further, the study examined the effects of demographic characteristics and location on telecentre usage.

The study used a sequential mixed research design in three rural districts surrounding telecentres: Kongwa, Sengerema and Kilosa districts. The study population comprised rural women who were users and non-users of telecentres. The study conducted six focus group discussions (FGDs) with 37 users and six FGDs with 36 non-users in the first phase of the study in 2014; questionnaires were administered to 90 users and 90 non-users in the second phase of the study in 2015.

The primary use of telecentres among users was to access internet (71.4 per cent, n = 60), followed by information and communication technology (ICT) training courses (63.1 per cent, n = 53) and secretarial purposes (63.1 per cent, n = 53). Rural women used internet for educational purposes, followed by news, information on health issues, job opportunities, social and entertainment issues. Rural women currently using internet were more likely to be better educated (ß = 1.926, p = 0.001) and have higher incomes (ß = 5.318, p = 0.021) at both bivariate and multivariate analysis. Users indicated that they faced the following barriers towards using telecentre: short duration of ICT training, frequent power outages, low speed of internet and few computers at the telecentres. Non-users were not using telecentres because of lack of ICT skills and language barriers.

This study provides empirical evidence to telecentres, libraries and other rural ICT initiatives to design rural ICT services that are gender-sensitive and demand-driven.

This study aims to assess the contribution of telecenters in expanding the capabilities of rural women to achieve their development outcomes in three rural districts in Tanzania.

The study conducted 12 focus group discussions with 37 rural women users and 36 rural women non-users of telecenters and semi-structured interviews with telecenter managers in the selected districts. The framework for the study is based on Sen’s capability approach.

The study noted that telecenters may enable rural women to build some capabilities (social, financial, human and political capabilities), and inhibit others, resulting in diverse development outcomes, based on the choices made and conversion factors. These conversion factors included institutional factors (inadequate computers, space and personnel, unreliable electrical power and slow internet connectivity) and individual factors (multiple responsibilities, status, low-level of education, language barrier, lack of information and communication technology (ICT) skills and technology efficacy and inability to afford ICT short courses). Other conversion factors (e.g. availability of affordable ICTs) enabled rural women to build their capabilities.

This is a comprehensive study that provides findings for rural telecenters to plan and allow rural women to expand their capabilities and achieve their development goals in Tanzania or other settings with similar conditions.

This study aims to analyse how the media plays its role in the information communications technology (ICT) debate in a developing country context, by way of analysing the media discourse surrounding the South African Broadband Policy.

The study adopts a critical approach and uses critical discourse analysis, employing Habermas's theory of communicative action. Data for the study include the media reports on the South African Broadband Policy.

It is noted that: the media discourse was systematically distorted; the discourse was driven mainly by the government; and many actors were systematically excluded from the discourse, or opted not to engage in the debate. The low‐income category, the very group that should benefit from the policy, was excluded from the debate. The study notes further that the status of key actors in the policy affected the media's perception of the policy.

To increase the chances of success for policy, there is a need to include all stakeholders in the policy debate. This study notes how some actors were left out, and how others opted not to engage in the debate, which points to the need for strategies to promote participation in policy debate. It is noted, too, that the distortions could have resulted from lack of skills in the media, the enhancement of which could address the problem.

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.