The pursuit of just and fair social inclusion in schooling remains a pressing concern in education. Drawing on a multi-sited critical ethnography, this article explores how teachers in remote areas of Aragon, Spain, address this challenge through their use of digital media. The analysis focuses on teachers’ strategies and experiences as they attempt to incorporate student and community voices into digital teaching practices in order to enhance curricular relevance and foster meaningful learning experiences. It also examines the tensions teachers face, including curricular performativity pressures. The article ultimately reflects on how certain policies and practices may hinder efforts towards justice and fair inclusion, advocating a critical reassessment of education policies and their role in supporting equitable, socially just and inclusive schools, the wellbeing of those within them and a socially sustainable future.
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