Original Post:  https://edci339-mni.opened.ca/individual-post-3/

The redlining concept came from the historical era when redlines were drawn on maps to discriminate poor and black neighborhoods that were considered unsuitable for loans, which created a great difference among people (Chris Gilliard, 2016). It is the process of providing unequal access to people. It is not confined to the education department only, it exists in almost every field working with people: banking, investments, different policymakers, institutions, schools, hospitals, and colleges. Sometimes parents use it to restrict information to their children for child care. It counts in good parenting as parents keep an eye on what their children watch on the internet or allow them to access children according to their age (Chris Gilliard, 2016). Besides age, parents also use digital redlining for religious purposes. As learning institutes, hospitals nowadays are also working on a digital platform. Physicians need an internet connection to access their patients. Slow internet connection is a hurdle in their work. Also, patients suffer a lot as the internet is not provided best in rural areas.

On the contrary, prices are extraordinary. Similarly, redlining also moved to the telephone industry. Poor people were either not connected or were getting inferior services. Sometimes they were last to receive connection. Now federal law has banned digital redlining to some extent (Aaron Glantz, 2017). Banks also deny redlining. Earlier, they only provide loans to certain people. But now it is not the case. Banks provide the facility to everyone now, but some lawyers say that it is still present to some extent in different forms.

Digital redlining is mostly used in schools to limit the amount of information. They ban certain sites for students for their safety. The purpose of digital redlining is that students should not access to adult information. Earlier buzzers were used for this purpose. Now simply sites are banned, and digital redlining is used, which makes the information invisible. Students are manipulated to think that so much thing exists like this. They even don’t know that their information is limited (Saylor, 2017). The drawbacks of digital redlining are that it creates a lack of students and limits their minds by thinking nothing exists like this. Students cannot explore much because it ties human information, and some learners are genius in their imaginations. What they imagine is beyond their learning levels. So to collect information about their fantasies, they need to search more and more. Their never-ending beautiful imaginaries will destroy their mind if they can’t find answers to their queries. They’ll stick themselves in those questions they can’t find answers to. It mostly happens to younger students in their growing age. Not finding answers to what they think, they limit their thinking and end up being ordinary students. Older individuals don’t face such problems because, for them, digital redlining doesn’t exist (Chris Gilliard B. F., 2017). It is time to ask whether these boundaries are rooted for good or a machine creating boundaries and limiting our information is doing good or not. Students are victimized to it without even knowing about it.

References

AARON GLANTZ, E. M. (2017, February 17). Modern-day redlining: How banks block people of color from homeownership. Retrieved from Chicago tribune: https://www.chicagotribune.com/business/ct-biz-modern-day-redlining-20180215-story.html

Chris Gilliard, B. F. (2017, january 29). Student Voices: digital redlining and privacy. Retrieved from Edu.con: http://2017.educon.org/conversations/student_voices–digital_redlining_and_privacy

Chris Gilliard, H. C. (2016, May 24). Filtering content is often done with good intent, but filtering can also create equity and privacy issues. Retrieved from Digital Redlining, Access, and Privacy: https://www.commonsense.org/education/articles/digital-redlining-access-and-privacy

Saylor.org academy. (2017). LiDA100: Learning in a Digital Age. Retrieved from Saylor.org: https://learn.saylor.org/mod/page/view.php?id=19600