Teaching the “Other”: Curriculum “Outcomes” and Digital Technology in the Out-of-School Lives of Young People

Abstract

The research on sociocultural approaches to pedagogy is full of teachers who attempt to draw on ``historically accumulated and culturally developed bodies of knowledge and skills'' (Moll, Amanti, Neff, {\&} Gonzalez, 1992, p. 133) to engage their students in learning in the classroom. In the field of educational technology, research examining young people's lives largely focuses on school contexts, and tends to ignore the value of informal learning outside of the school gate. In this chapter, the ``other'' (Lévinas, 1979) concerns the formal curriculum outcomes performed in the out-of-school lives of young people's practices with digital technologies.