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Purpose-The purpose of this paper is to present a sociocritical approach and describe how it is relevant to the study of digital equity in education. Design/methodology/approach-The method is based on a synthesis of the literature regarding critical approaches to digital technology in education. Findings-A sociocritical approach is an attempt to formulate a sociological perspective combined with a critical dimension. It provides a relevant theoretical basis for addressing digital (in)equity issues. Originality/value-Little use has been made of critical theories in the study of digital technology in education. That may seem surprising insofar as the study of digital technology in education is related to other fields having a well-established critical tradition. The authors build on their work and tailor it to the case of digital technology in education.

Pour une approche systémique des inégalités numériques parmi les jeunes...

This article aims at identifying critical sources and issues in educational technologies research by comparing the way they use critical perspective to the way such approach are used in the field of research within they are embedded: the sciences of education. The article shows that educational research has a critical foundation since its institutionalization. In contrast, research on educational technologies seems to have implicitly practiced critical posture without aiming to set out a critical research program with coherent epistemological frameworks.

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