Abstract

This paper presents a comparative study case of Chile and South Africa seeking to explore the dynamics of digital activism and social movements within the aforementioned countries’ sociopolitical contexts. Examining especially the social similarities between the two countries and societies, the paper will present a theoretical and analytical framework that seeks to make an original contribution to ongoing debates on the role of social movements in supporting social and political activism in the global South. We will focus on the existing similarities and differences between Chile and South Africa, critically examining the two nations’ media and communication systems and contexts, including for example, freedom of expression indicators as well as the development of media systems. Interestingly, both countries and societies are arguably experiencing a process of re-democratization with neoliberal policies visibly present in the two nations’ political systems. The dominance of neoliberalism has historically translated into high levels of inequality and segregation coexisting with commendable macroeconomic indicators. These development have also impacted digital development in the two countries, also leading to the social appropiation of ICTs, particularly the access and social uses of mobile Internet. Notably, digital divide is present is both countries. Like South Africa, Chile also suffers from digital inequalities in terms of social, cultural and educational constrains that are not normally disseminated in official official statics. Thanks to the advent of apartheid in South Africa, an unequal society has been on the cards with one’s race playing a major role in deciding whether they have access to the Internet or not. Methodologically, we present the results of previous case studies, related to the practices of digital activism in the South African and Chilean student movements. In Chile, students took to the streets demanding free and high quality public education (at secondary and university level), during the 2011 – 2013 protests. Equally, South Africa has had its share of student activism with the # Rhodes Must Fall and #Fees Must Fall online and offline protests grabbing headlines as students not only demanded a free education but also campaigned against the “colonization” of higher education in 2015-16. By comparing and contrasting the realities of our case studies which are not only located in the global South but also have historical ties to European colonialism, we are able to assess the processes supporting or inhibiting digital activism in the two countries. For the theoretical analysis, we proposed to use “situated learning” in order to analyze the objectives and real impact of digital activism (socioenviromental activists, communities in conflicts, students,etc)  by paying particular reference to “learning by doing” or “self- learning” (Lave, Wenger, 1991) factoring in what, why, and what for and when the of use social media or any other digital platforms. Finally, we present reflections and proposals on how to empower activists seeking political and social change by analyzing processes and practices used in these two countries and other nations in Africa and Latin America