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‘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.

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Title ‘From ‘othering’ to incorporation: the dilemmas of crossing informal and formal learning boundaries
Author(s) Sefton-Green, JulianORCID iD for 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
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Document type: Book Chapter
Collection: School of Education
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