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ClassLiving and Learning in the Digital Age$
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Sonia Livingstone and Julian Sefton-Green

Print publication date: 2016

Print ISBN-13: 9781479884575

Published to NYU Press Scholarship Online: January 2017

DOI: 10.18574/nyu/9781479884575.001.0001

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Making Space for Learning in the Home

Making Space for Learning in the Home

(p.168) 8 Making Space for Learning in the Home

Sonia Livingstone

Julian Sefton-Green

NYU Press

What opportunities for learning outside school were made available, pursued, and rejected by members of the class? Here we particularly focus on the ways that families from different kinds of social backgrounds—traditional middle-class, more bohemian, and highly educated families, along with desperately aspirational parents, especially those who had experienced some of the tragedies of enforced migration, as well as those who live their lives far more involved in community practices far away from the classrooms of London—provided for, encouraged, and defined learning for their offspring. We pay particular attention to forms of cultural capital, which is the kind of knowledge and expectations that stem from parental education and, of course, wealth. We describe how different homes construct opportunities for learning physically (how they arrange rooms and resources, especially technology), socially (how they establish habits and rhythms), and conceptually (how they see the purpose and nature of learning). The chapter concludes by setting these descriptions in the context of debates about whether and how digital media can be expected to overcome the more fundamental challenges faced by education in the risk society and by problematizing what connections between home and school mean in practice.

Keywords:   Media, Learning, Home, Social Class, Social Capital, Interests, interest-driven learning, Informal and formal learning, Cultural capital, Parental aspirations, Digital media learning, Homework, Connections and disconnections

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