ABSTRACT
This chapter takes a rather different route from previous chapters in this volume; in it, I wish to explore ways in which the introduction of aspects of children’s digital cultures into the classroom can promote ‘productive pedagogies’ (Lingard, Ladwig, Mills, Bahr, Chant, et al., 2001) in specific kinds of contexts. By ‘specific kinds of contexts’, I refer to classroom spaces in which curriculum and pedagogy are respectful of children’s agency, attuned to their cultural capital (Bourdieu, 1977) and embedded in meaningful practices that reflect pupils’ out-of-school interests and experiences.
