The purpose of this paper is to highlight the value of digitally mediated teaching and learning practices in stigmatised schools as schools of particular complexity.

Socio-economic changes, evolving technologies and education policies, migration and the situation arising from COVID 19 have added new dimensions to debates about educational inequalities. When one of the main challenges facing education systems today is to provide equal education for all students (Ainscow, 2020; Murillo and Martinez, 2020; Ramberg and Watkins, 2020; UNESCO, 2020), in a digital society, different constraints converge. On the one hand, many foreigners and minority groups have become part of an education system that, through free school choice, has generated schools of different categories (García-Castaño and Alcaraz, 2012; Moschetti and Verger, 2020). Within these categories of schools are those that are identified as 'special difficulty' schools. And what we know so far is that being schooled in a school of special complexity with high rates of poverty and unemployment among families is often used to explain the lower academic levels in these schools and consequently the lower level of school choice. On the other hand, the vision of educational practices through digital technology ignores the complexity of education and is presented as an obstacle to social transformation processes (Eurydice, 2019; vand der Vlies, 2020; Sancho-Gil et al., 2020).

In a context in which there are ways of approaching the digital that are carrying out teaching practices based on a homogenising perspective (Grimaldi and Ball, 2019) , a look from the concepts of hacking, tinkering, making, etc. linked to the digital places the emphasis on creativity and serves as a metaphor and field of action to respond to a social challenge that goes beyond the digital and is committed to social inclusion (Lange, 2014).

From a critical perspective regarding educational systems, this paper investigates the development of creative teaching and learning practices with digital media in schools of particular complexity in which a high percentage of disadvantaged foreign population is concentrated. Little research has been done on the use of digital media in socially, culturally and economically disadvantaged schools (e.g. Correa and De Pablos, 2009).

Creative teaching and learning practices, from a historical-cultural and dialectical perspective, are practices that are based on relevance and connection to the possibilities of the context (Beach and Dovemark, 2007). That is, creative expression, problem solving and maximising resources are strategies that, when carried out systematically, can enable teachers' creative development and students' learning (Troman and Jeffrey, 2007; Woods and Jeffrey, 1996). Considering practices based on teacher interaction with the digital media available to them (Vigo and Dieste, 2019; Vigo, 2021), these could facilitate the appropriation of knowledge and student learning, as well as the involvement of families. The objectives of this paper are the following:

 (1) To identify which creative practices are developed in schools of special complexity and how they are implemented.

(2) To find out what the teachers' experiences of these practices are.

In line with the goals outlined above, in accordance with the challenge of focusing on the value of 'science with and for society', the creative teaching practices developed by teachers in schools of particular complexity with high levels of migration and educational achievement below the national average are explored. Moving beyond an ethnographic perspective based on interactionism (Woods and Jeffrey, 1996; Troman and Jeffrey, 2007), relevance, knowledge ownership, control of learning processes and innovation within these classroom processes are examined from a dialectical perspective (Beach and Dovemark, 2007) in which creative teaching practices are part of the material reality in the framework of educational situations experienced in difficult circumstances. We take as a reference the information gathered from 3 ethnographic research projects based on participant observation, interviews, informal conversations and document analysis, developed in 4 schools of special complexity located in rural and suburban spaces, between 2009 and 2021 in Spain. (i) [The improvement of teaching and learning practices in an inclusive rural school from a creative perspective] (Regional Government Grant number 2010-11); (ii) [Families and schools. Discourses and everyday practices on participation in compulsory education] (Ministry of Economy and Competitiveness under Grant EDU2012-32657); (iii) [Cultural diversity in the school: discourses policies and practices] (Ministry of Economy and Competitiveness under Grant CSO2017-84872-R). We use the ethnographic research process to identify, describe, explain and define teaching practices with digital media and how students engage in learning. From a methodological point of view, aware of the onto-epistemological and ethical complexity that research entails, we recognise the value of research both for the development of knowledge and for the researched (Denzin, 2018; Lather, 1986).

When analysing the educational practices that take place in the context of today's digital society, in some of these schools it is possible to identify practices that go beyond the limitations of a closed view of information and communication technologies. They are practices that introduce digital technology in education, promoting equality and digital inclusion. Schools present digital media as a strategy that contributes to the participation and recognition of all students. The analysis shows how digital media are present to promote expression, acceptance and also as a mediation tool. It promotes a democratic process in which learners are recognised and valued. It has a material basis and responds to a social need. Teachers and students use digital media to reinforce the quality of education in a way that is not only socially acceptable, but also socially useful. The educational administration could consider these results as a means to contribute to the use of digital media through more positive social relations between teachers and students around the curriculum. This study is the origin of two related projects that are working currently. (i) [Inclusive practices of creative and innovative teaching with ICT/ICT in schools with special difficulties] (2020-1-ES01-KA226-SCH-095780) and (ii) the R+D+I project entitled [Challenging stigmatisation. Creative and inclusive educational discourses and practices with digital media in "schools of special complexity"] (PID2020-112880RB-I00) (Ministry of Science and Innovation).

Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49, 123–134. Beach, D. & Dovemark, M., (2007) Education and the commodity problem: Ethnographic investigations of creativity and performativity in Swedish schools. The Tufnell Press. García-Castaño, F. J., & Alcaraz, A. (2012). Segregaciones y construcción de la diferencia en la escuela. Trotta. Correa, J. M., & De Pablos, J. (2009). Nuevas tecnologías e innovación educativa. Revista de Psico-didáctica, 14(1), 133-145. Denzin, N. K. (2018). Staging resistance: Theatres of the oppressed. In D. Beach, C. Bagley and S. Marquez da Silva (Eds) The Handbook of Ethnography of Education (pp. 375-402). John Wiley & Sons. Eurydice (2019). La educación digital en los centros educativos en Europa. Informe de Eurydice. Oficina de Publicaciones de la Unión Europea. Grimaldi, E., & Ball, S.J. (2021). Paradoxes of freedom. An archaeological analysis of educational online platform interfaces. Critical Studies in Education, 62(1), 114-129. Lange, P. G. (2014). Kids on YouTube: Technical identities and digital literacies. Left Coast Press. Lather, P. (1986). Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place. Interchange, 17 (4), 63-84. Moschetti, M.C., & Verger, A. (2020). Opting for private education: Public subsidy programs and school choice in disadvantaged contexts. Educational Policy, 34(1), 65-90. Murillo, F.J., & Martínez, C. (2020). Segregación Escolar como Opresión. REICE, 18(4), 5-8. Ramberg, J., & Watkins, A. (2020). Exploring inclusive education across Europe: some insights from the European Agency Statistics on Inclusive Education. FIRE: Forum for International Research in Education, 6(1), 85-101. Sancho-Gil, J.M., Rivera-Vargas, P., & Miño-Puigcercós, R. (2020). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media and Technology, 45(1), 61-75. Troman, G., & Jeffrey, B. (2007). Qualitative Data Analysis in Cross-cultural Projects. Comparative Education, 43(4), 511–525. UNESCO (2020). Inclusion and education: All means all. Global monitoring report. UNESCO. https://en.unesco.org/gem-report/report/2020/inclusion. Van der Vlies (2020). Digital strategies in education across OECD countries: Exploring education policies on digital technologies. OECD, 226. OECD. Vigo-Arrazola, B., & Dieste-Gracia, B. (2019). Building virtual interaction spaces between family and school. Ethnography and Education, 14(2), 206-222. Vigo, M. B. (2021). Desarrollo de prácticas de enseñanza creativa e inclusiva con medios digitales. En C. Latorre y A. Quintas (coords) Inclusión educativa y tecnologías para el aprendizaje (pp. 129-144). Octaedro. Woods, P., & Jeffrey, B. (1996). Teachable Moments. The Art of Teaching in Primary Schools. Open University Press.