‘From ‘othering’ to incorporation: the dilemmas of crossing informal and formal learning boundaries Sefton-Green, Julian 2014, ‘From ‘othering’ to incorporation: the dilemmas of crossing informal and formal learning boundaries. In Sanford, Kathy, Rogers, Theresa and Kendrick, Maureen (ed), Everyday youth literacies: critical perspectives for new times, Springer, Singapore, pp.175-189, doi: 10.1007/978-981-4451-03-1_12. Attached Files Name Description MIMEType Size Downloads Title ‘From ‘othering’ to incorporation: the dilemmas of crossing informal and formal learning boundaries Author(s) Sefton-Green, Julian Title of book Everyday youth literacies: critical perspectives for new times Editor(s) Sanford, Kathy Rogers, Theresa Kendrick, Maureen Publication date 2014 Series Cultural studies and transdisciplinarity in education Chapter number 12 Total chapters 13 Start page 175 End page 189 Total pages 15 Publisher Springer Place of Publication Singapore Summary The argument of this paper is fundamentally sceptical about the prospects for radical educational reform as a consequence of digital technologies. I will begin by suggesting that the past 20 years have seen a paradoxical attitude to the learning experienced by young people as consequence of their engagement and participation in digital culture. On the one hand, research has underwritten a notion of the strangeness or otherness of digital culture, characterising it as fundamentally new and different encompassing changed literacies, as ways of comprehending and manipulating and even understanding knowledge. This position is premised on an argument about an alleged deep structural difference between the digital world and the dayto- day mundanity of schooling. On the other hand, this strangeness has been at the forefront of anxieties about changing childhoods, alienated youth, the penetration of consumerism into make-up of the young and a decline in fundamental education standards. Both of these (contradictory) aspects have, I suggest, been part of a deep process of differentiation from an assumed norm. We are now witnessing a period where the everyday, typified by a construct of average public schooling, is now fighting back; the current period is characterised by a series of interventions where these alleged differences between schooling and digital culture are being recuperated and standardised in ‘normal’ schooling. ISBN 9789814451024 ISSN 2345-7708 Language eng DOI 10.1007/978-981-4451-03-1_12 Field of Research 130306 Educational Technology and Computing 160809 Sociology of Education Socio Economic Objective 930102 Learner and Learning Processes HERDC Research category B1.1 Book chapter ERA Research output type B Book chapter Copyright notice ©2014, Springer Science + Business Media Persistent URL http://hdl.handle.net/10536/DRO/DU:30092443 Document type: Book Chapter Collection: School of Education Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 29 Mar 2017, 13:37:46 EST Thu, 30 Mar 2017, 04:00:24 EST Thu, 30 Mar 2017, 07:21:13 EST Thu, 30 Mar 2017, 13:34:56 EST Mon, 19 Jun 2017, 13:28:09 EST Mon, 19 Jun 2017, 13:31:42 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 12 Abstract Views, 1 File Downloads  -  Detailed Statistics Created: Wed, 29 Mar 2017, 13:37:46 EST

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