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Findings also frame secondary school as only one node within a wider sociocultural network, raising the question of inclusion through better understanding of learning trajectories.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nDepartment of Didactics and Educational Management, University of Barcelona, Spain  \nAbstract  \nThe immersion of societies in the digital and networked age has led to an increase of opportunities for young people to learn across countless face-to-face and online contexts . However, youth disaffection towards school remains high and access to opportunities across and within countries is remarkably unequal. This article builds on the results of two ethnographic case studies conducted in Spain and the learning stories narrated by 22 youth about their transitions across home, school, spare time, extracurricular activities, trips and virtual environments . The analysis of the stories show how young people establish connections and feel tensions across their experiences, creating continuities and discontinuities that are key for their learning. It also evidence that secondary school is only one node of the big sociocultural network through which young people learn . Building on the results, the conclusions raise the question: might a better understanding of learning trajectories favor a more inclusive educational system?  \nKeywords  \nYouth; learning trajectories ; secondary school; ethnography.  \nR. Miño  \nDigital Education Review-Number 33, June 2018-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 39)[ 39](http://greav.ub.edu/der/ 39)  \nI. Introduction  \nTwo of the main questions that have been explored from the fields of Psychology and Pedagogy since its origins have been: what does learning mean and how do individuals learn? When we commonly think about learning, we relate it with change, improvement or development. According to the psychologist Lev Vygotsky,“learning is a social, cognitive, and affective practice that has the potential to pull emerging development forward. Learning is also a unified process of coming to know about the world, others, and oneself; becoming a social individual; and coming to value different ways of thinking, feeling and acting – all of which occurs through relationships”(Vadeboncoeur & Rahal, 2015, p. 57) . Based on this definition, we can say that if we want to study how individuals learn, we also need to understand the world that surrounds them, the society in which they are immersed and the cultural tools they use .  \nThere have been a number of researchers in the last three decades who have been studying the processes of learning and human development from a sociocultural perspective (Barron, 2006; Erstad & Sefton-Green, 2013; Leander, Phillips & Headrick, 2010; Vadeboncoeur, KadyRachid & Moghtader, 2015; Voussoughi & Gutiérrez, 2014) . However, despite the fact that the contributions from the field of Psychology and Pedagogy remain as a theoretical base, it became an interdisciplinary field of research at its intersection with Neuroscience, Philosophy, Anthropology and Sociology. At the same time, this interdisciplinarity has brought methodological richness and complexity, since many methods and perspectives have been incorporated. Some of them are participatory action research (Bland & Atweh, 2007; Kemmis, McTaggart & Nixon, 2013), inclusive research (Nind, 2014 ; Nind, 2017) learning analytics (Bailón, Carballo, Cobo, Magnone, Marconi, Mateu & Susunday, 2015; Selwyn, 2015), and virtual ethnography (Hernández Hernández, Fendler & Sancho, 2013; Hine, 2000) .  \nNumerous studies with a sociocultural and interdisciplinary perspective have addressed young people’s learning experiences, highlighting that the ways they learn across contexts is an analytical dimension that should be further studied (Barron, 2006; Erstad & Sefton-Green, 2013; Vadeboncoeur, Kady-Rachid & Moghatader, 2015) . This article is situated in this arena of research, which considers that the opportunities to learn in the 21st century have increased exponentially, impacting the way individuals learn . We learn co","cbCaikgFmSbEc1EL","https://ap.wps.com/l/cbCaikgFmSbEc1EL","pdf",381094,16,"English","# Introduction\n## Learning in a sociocultural and interdisciplinary perspective\n## Young people’s learning opportunities and inequalities\n## Early school leaving and disaffection","[{\"question\":\"What question does the article raise about educational systems?\",\"answer\":\"It asks whether a better understanding of learning trajectories could favor a more inclusive educational system.\"},{\"question\":\"What sources and setting does the study use?\",\"answer\":\"It draws on two ethnographic case studies conducted in Spain and on learning stories narrated by 22 young people about transitions across multiple environments.\"},{\"question\":\"How does the analysis characterize young people’s learning across contexts?\",\"answer\":\"It shows that young people establish connections and experience tensions across their experiences, creating continuities and discontinuities that are key for their learning.\"}]","Young people’s learning trajectories in the digital age - June 2018 | PDF",1792091520]