DOI•
Learning to Labour: How Working Class Kids Get Working Class Jobs
01 Dec 2011-Iss: 32, pp 5-8
About: The article was published on 2011-12-01 and is currently open access. It has received 1252 citations till now. The article focuses on the topics: Working class.
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TL;DR: This paper uses a biographical approach focusing on interviewees’ narratives of encounter that contributes to debates about when contact with difference matters by highlighting the importance of everyday social normativities in the production of moral dispositions.
Abstract: This paper is located within work in urban studies about the significance of contact with difference as a means for reducing prejudice and achieving social change. Recent approaches, influenced by theories of affect, have emphasised non-conscious everyday negotiations of difference in the city. In this paper it is argued that such approaches lose sight of the significance of the subject: of the reflective judgements of ‘others’ made by individuals; of our ability to make decisions around the control of our feelings and identifications; and of the significance of personal pasts and collective histories in shaping the ways we perceive and react to encounters. Rather, this paper uses a biographical approach focusing on interviewees’ narratives of encounter. Through its attention to processes of mobility and emplacement, it contributes to debates about when contact with difference matters by highlighting the importance of everyday social normativities in the production of moral dispositions.
103 citations
Cites background from "Learning to Labour: How Working Cla..."
...The anti-school culture of resistance he describes resonates with Willis’ (1977) Learning to Labour: How Working Class Kids Get Working Class Jobs....
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TL;DR: In this article, the authors focus on the social exclusion in different arenas, thus underlining the multi-dimensional aspect of social exclusion, and distinguish between educational exclusion, labour market exclusion, spatial exclusion, relational exclusion and finally, socio-political exclusion.
Abstract: Social exclusion is a term which was introduced in the social sciences in the early 1990s in order to extend the focus beyond poverty by focusing on the relation between the individual and the society. During later years, it has been common to speak of a new social exclusion perspective, which is better fit to analyze the more heterogeneous, multicultural and complex society (Body-Gendrot, 2002). In this article, I will focus on the social exclusion in different arenas, thus underlining the multi-dimensional aspect of social exclusion. The underlying question is: ‘What is it that contributes to social exclusion of young adult immigrants in different social settings?’ and ‘How do young adult immigrants with different backgrounds experience social exclusion in different social arenas?’ I will distinguish between educational exclusion, labour market exclusion, spatial exclusion, relational exclusion and finally, socio-political exclusion. The combination of information from macro-oriented quantitative resear...
100 citations
TL;DR: In this article, the life stories of a friendship group of men in their 40s who offended together in their youth and early adulthood are explored, revealing individual, relational, and structural contributions to the desistance process.
Abstract: This article draws on the life stories of a friendship group of men in their 40s who offended together in their youth and early adulthood. By exploring these interrelated narratives, we reveal individual, relational, and structural contributions to the desistance process, drawing on Donati's relational sociology. In examining these men's social relations, this article demonstrates the central role of friendship groups, intimate relationships, families of formation, employment, and religious communities in change over the life course. It shows how, for different individuals, these relations triggered reflexive evaluation of their priorities, behaviors, and lifestyles, but with differing results. However, despite these differences, the common theme of these distinct stories is that desistance from crime was a means of realizing and maintaining the men's individual and relational concerns, with which continued offending became (sometimes incrementally) incompatible. In the concluding discussion, we explore some of the ethical implications of these findings, suggesting that work to support desistance should extend far beyond the typically individualized concerns of correctional practice and into a deeper and inescapably moral engagement with the reconnection of the individual to social networks that are restorative and allow people to fulfill the reciprocal obligations on which networks and communities depend. Keywords: Juvenile justice Language: en
99 citations
01 Jan 2010
TL;DR: In the late 20th century, the social sciences underwent a broad cultural turn, building on an earlier linguistic turn (Lafont 1993) but finding human meanings in a variety of activities and artifacts not previously interpreted as cultural.
Abstract: In the late twentieth century, the social sciences underwent a broad cultural turn, building on an earlier linguistic turn (Lafont 1993) but finding human meanings in a variety of activities and artifacts not previously interpreted as cultural. Cognitive psychology played the vanguard role in this shift, but practitioners in all disciplines were soon able to find indigenous traditions and tools that helped them craft their own repertories for understanding meaning (e.g., Crane 1994; Hunt 1989; Kuper 1999). Beginning in the 1970s, increasing numbers of social scientists began to pay attention to how humans understand the world, and not simply their (supposedly) objective behaviors and outcomes within it.
98 citations
TL;DR: In this article, the authors report one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy and the students' views reminded professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies.
Abstract: Student voice and pupil empowerment projects are common in many mainstream schools However, such initiatives are more challenging to implement in provision for students experiencing (social), emotional and behavioural difficulties (SEBD) As a consequence, they are less frequently attempted This article reports one such attempt at an SEBD special school, where a student research group was formed to evaluate the school's behaviour policy The students' views remind professionals of the need for consistency, positive relationships and communication underpinning behaviour management strategies The article also reflects on a number of issues to consider when implementing such projects in special education contexts
98 citations
Cites background or result from "Learning to Labour: How Working Cla..."
...Researchers interested in the relationship between race, gender and/or class (from Willis 1977 to Wright, Weekes, and McGlaughlin 2000) have often employed the concept of ‘resistance’ to convey how various groups of students contest both curriculum and teaching methods they perceive as irrelevant,…...
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...…(e.g., Garner 1993; Harris et al. 2006; Jahnukainen 2001; Pear 1997; Pear and Garner 1996; Pomeroy 2000; Wise 1999, 2000 as well as some earlier studies, e.g., Willis 1977), which highlight the importance pupils place on relationships as factors in their engagement with school and its curriculum....
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References
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01 Jan 2010
TL;DR: The concept of community of practice was not born in the systems theory tradition as discussed by the authors, but it has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory.
Abstract: The concept of community of practice was not born in the systems theory tradition. It has its roots in attempts to develop accounts of the social nature of human learning inspired by anthropology and social theory (Lave, 1988; Bourdieu, 1977; Giddens, 1984; Foucault, 1980; Vygotsky, 1978). But the concept of community of practice is well aligned with the perspective of systems traditions. A community of practice itself can be viewed as a simple social system. And a complex social system can be viewed as constituted by interrelated communities of practice. In this essay I first explore the systemic nature of the concept at these two levels. Then I use this foundation to look at the applications of the concept, some of its main critiques, and its potential for developing a social discipline of learning.
1,082 citations
Book•
27 Jun 2011
TL;DR: In this article, the Flatlands of Oakland and the Youth Control Complex are discussed. But the focus is on the role of black youth in the criminal justice system and community institutions.
Abstract: Preface Acknowledgments Part I Hypercriminalization 1 Dreams Deferred: The Patterns of Punishment in Oakland 2 The Flatlands of Oakland and the Youth Control Complex 3 The Labeling Hype: Coming of Age in the Era of Mass Incarceration 4 The Coupling of Criminal Justice and Community Institutions Part II Consequences 5 "Dummy Smart": Misrecognition, Acting Out, and "Going Dumb" 6 Proving Manhood: Masculinity as a Rehabilitative Tool 7 Guilty by Association: Acting White or Acting Lawful? Conclusion: Toward a Youth Support Complex Appendix: Beyond Jungle-Book Tropes Notes References Index About the Author
909 citations
TL;DR: The authors examines the transition to adulthood among 1.5-generation undocumented Latino young adults and finds that for them, the transition from K to adulthood involves exiting the legally protected status of K to...
Abstract: This article examines the transition to adulthood among 1.5-generation undocumented Latino young adults. For them, the transition to adulthood involves exiting the legally protected status of K to ...
663 citations
TL;DR: In this article, student engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly, guided in part by social-ecological analysis and social-cultural theory.
Abstract: Student engagement research, policy, and practice are even more important in today’s race-to-the top policy environment. With a priority goal of postsecondary completion with advanced competence, today’s students must be engaged longer and more deeply. This need is especially salient for students attending schools located in segregated, high-poverty neighborhoods and isolated rural communities. Here, engagement research, policy, and practice must become more nuanced and less formulaic, and the ensuing review is structured accordingly. Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
528 citations
TL;DR: The Longitudinal Immigrant Student Adaptation Study (LISA) as discussed by the authors used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years.
Abstract: Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based relationships in engagement and achievement in a population of newcomer immigrant students. Research Design: The Longitudinal Immigrant Student Adaptation Study (LISA) used a mixed-methods approach, combining longitudinal, interdisciplinary, qualitative, and quantitative approaches to document adaptation patterns of 407 recently arrived immigrant youth from Central America, China, the Dominican Republic, Haiti, and Mexico over the course of five years. Based on data from the last year of the study, we examine how the role of relationships mediates newcomers’ challenges with academic engagement and performance. We identify factors that account for patterns of academic engagement and achievement, including country of origin, gender, maternal education, English language proficiency, and school-based relationships. Findings: Multiple regression analyses suggest that supportive school-based relationships strongly contribute to both the academic engagement and the school performance of the par
356 citations