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By Sonia Livingstone

Do today’s early life have extra possibilities than their mom and dad? As they construct their very own social and electronic networks, does that supply new routes to studying and friendship? How do they navigate the that means of schooling in a digitally attached yet fiercely aggressive, hugely individualized world?

Based upon fieldwork at a regular London college, The Class examines younger people's reports of becoming up and studying in a electronic international. during this unique and interesting learn, Livingstone and Sefton-Green discover formative years values, young ones’ views on their futures, and their strategies for dealing with the possibilities and demanding situations that lie forward. The authors stick with the scholars as they circulate throughout their assorted social worlds—in university, at domestic, and with their pals, accomplishing a variety of actions from games to drama golf equipment and tune classes. by means of portraying the feel of the scholars’ daily lives, The Class seeks to appreciate how the buildings of social category and cultural capital form the advance of non-public pursuits, relationships and autonomy. delivering insights into how younger people’s social, electronic, and studying networks permit or disempower them, Livingstone and Sefton-Green exhibit that the adventure of disconnections and blocked pathways is frequently extra universal than that of connections and new possibilities.

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Extra resources for The Class: Living and Learning in the Digital Age

Sample text

Over and again, our fieldwork pointed up the entrenched anxieties about the risks of inappropriate or uncontrolled connection. And over and again, further exploration revealed the strong institutional and commercial interests at stake in reproducing traditional conceptions of school and home. Reimagining young people’s futures not only is a larger social project but also remains a challenge for individuals and their families. At this scale, everything is too risky, and thus most young people find a safer pathway somewhere between the competitive individualism invited by commerce and the state and the conservative embrace of familiar values and expectations that, for many, home and community offers.

Throughout the day, we sat at the back of the classroom, and Catherine introduced us as each set of parents entered the room so that, once her interview with them was over, they could come to us to ask any questions. 1 Second, this was an opportunity to witness an important day in the life of the school. Indeed, the interviews could be seen as revealing how 41 42 | A Year of Fieldwork “school” was performed for the families. Progress Day also brought out some of the challenges faced by students, teachers, and parents as they all tried to make sense of the school experience from their personal perspectives.

What learner identities do they take up and sustain? What do families see as the point of education, and what do they want from schools? Are they creating connections—across people, sites, or interests—that enable particular visions of learning? And how do they respond to the intense competition around school attainment and performance? Peer Cultures On- and Offline Young teenagers often seem to their parents to be absorbed in life with their friends, in their bedrooms, online, or inside the world created by their headphones.

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