This chapter summarizes the key themes of the book, outlining how and why teachers’ different disciplinary approaches to students’ digital play has the effect of reproducing social inequality along lines of race-ethnicity and social class. While students of Pierre Bourdieu have long argued that class-differentiated parenting styles are the source of cultural inequality in education, this book shows clearly that teachers operate as gatekeepers for achievement, as well. Teachers’ gatekeeping occurs through a disciplinary process that has the effect of only transforming the digital play of students at Heathcliff Academy, the school with primarily wealthy, White students, into cultural capital for achievement. As a result, disciplining play creates high stakes for children in that it shapes whether they internalize their own creative self-worth as important to school or not. It is a method of alienation that schools impose on children that serves as a mechanism for social reproduction in education. Further, given the history of work on school socialization, it is likely that these disciplinary approaches will differently prepare students for the digital era labor market.
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