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DOI•

Learning to Labour: How Working Class Kids Get Working Class Jobs

江俊儒
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.
Citations
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Journal Article•DOI•
Disadvantaged Identities: Conflict and Education from Disability, Culture and Social Class

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Ignacio Calderon-Almendros1, Cristóbal Ruiz-Román1•
University of Málaga1
28 Jul 2016-Educational Philosophy and Theory
TL;DR: In this article, the authors analyse the conflicts these students have to deal with when constructing their identity and examine the challenge that education has to face to turn those conflicts into opportunities that will help to build life projects with which they can freely identify.
Abstract: This project reflects on the way in which students in a situation of social risk construct their identity. Based on the reflections and theories originating from research conducted on individuals and collective groups in a situation of social exclusion due to disability, social class or ethnicity, this paper will analyse the conflicts these students have to deal with when constructing their identity. It also examines the challenge that education has to face to turn those conflicts into opportunities that will help to build life projects with which they can freely identify. For this reason, from a critical perspective, the school’s role in constructing identity will be analysed, as will the way in which it affects children and adolescents from minority groups. In the same way, we will study and put forward some different channels aimed at providing more equal educational attention to those identities that are depreciated in neoliberal society.

17 citations

Cites background from "Learning to Labour: How Working Cla..."

  • ...In effect, the school curriculum implicitly conveys certain ideas, values and concepts that generally belong to the ruling collectives, whether as a result of disability (Barton, 1996, 2009; CalderónAlmendros, 2014; Calderón-Almendros & Habegger, in press; Calderón-Almendros & Ruiz-Román, 2015; Graham & Slee, 2008; Oliver, 1990), gender (Arnot, 2008; Martı́nez, 2007), nationality (Arber, 2005; Esteve, Ruiz-Román, & Rascón, 2008; Torres, 2008; Van Dijk, 2007) or social class (Apple, 2004, 2005; Bernstein, 1996; Calderón-Almendros, 2011, 2015; Olmedo, 2007; Willis, 1981)....

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  • ...In effect, the school curriculum implicitly conveys certain ideas, values and concepts that generally belong to the ruling collectives, whether as a result of disability (Barton, 1996, 2009; CalderónAlmendros, 2014; Calderón-Almendros & Habegger, in press; Calderón-Almendros & Ruiz-Román, 2015; Graham & Slee, 2008; Oliver, 1990), gender (Arnot, 2008; Martı́nez, 2007), nationality (Arber, 2005; Esteve, Ruiz-Román, & Rascón, 2008; Torres, 2008; Van Dijk, 2007) or social class (Apple, 2004, 2005; Bernstein, 1996; Calderón-Almendros, 2011, 2015; Olmedo, 2007; Willis, 1981)....

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  • ...Willis (1981) argued how cultures of resistance are also created among students in the school context....

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  • ...…2015; Graham & Slee, 2008; Oliver, 1990), gender (Arnot, 2008; Martı́nez, 2007), nationality (Arber, 2005; Esteve, Ruiz-Román, & Rascón, 2008; Torres, 2008; Van Dijk, 2007) or social class (Apple, 2004, 2005; Bernstein, 1996; Calderón-Almendros, 2011, 2015; Olmedo, 2007; Willis, 1981)....

    [...]

Journal Article•DOI•
Theorizing children’s subjectivity: Ethnographic investigations in rural Rwanda

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Timothy P. Williams1•
Harvard University1
08 Aug 2016-Childhood
TL;DR: The importance of approaching the study of young people through their own experiences has been well established in the sociological and anthropological records as mentioned in this paper. But less attention has been paid to...
Abstract: The importance of approaching the study of young people through their own experiences has been well established in the sociological and anthropological records. But less attention has been paid to ...

17 citations

Cites background from "Learning to Labour: How Working Cla..."

  • ...For example, Paul Willis’ Learning to Labour has been long revered by anthropologists as an exemplification for how ethnography might represent “the embedding of richly described local cultural worlds in larger impersonal systems of political economy” (Marcus and Fischer, 1999: 77; see also: Ferguson, 1990: 12–13; Marcus, 1986: 173–188)....

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  • ...No readymade solution exists for how to understand the salience and significance of ethnic identification in Rwanda today, but as Paul Willis (1977) cautions, an ethnography of visible forms is “truly only half the story” (p. 121)....

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Journal Article•DOI•
Born to fail? Some lessons from a national programme to improve education in poor districts

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Pedro Abrantes, Cristina Roldão, Patrícia Amaral, Rosário Mauritti
20 Mar 2013-International Studies in Sociology of Education
TL;DR: In this paper, the authors analyzed the main benefits of a Portuguese program, launched in 1996, which was designed to support schools in segregated districts (TEIPs), and presented a theoretical framework, before moving on to the main features of the TEIP programme in contemporary Portuguese society and education.
Abstract: The article analyses the main benefits of a Portuguese programme, launched in 1996, which was designed to support schools in segregated districts (TEIPs). The first part of the article presents a theoretical framework, before moving on to the main features of the TEIP programme in contemporary Portuguese society and education. An explanation of the methodological procedures applied in the research is also included. In the second part of the article, the main results are discussed. In broad terms, the programme succeeded in reducing violence patterns and drop-out rates. On the other hand, an improvement in academic outcomes is slow and the links to local communities and the labour market are variable and, in both cases, highly dependent of local variables. In the conclusion, the authors systematise the opportunities and challenges of such a ‘territorial approach’ and point out some key factors in enhancing its success.

17 citations

Cites background from "Learning to Labour: How Working Cla..."

  • ...…children from the working classes fail at school, for various reasons: they do not master school cultural codes, do not have the same support at home and are often involved in practices of resistance towards school authorities (Apple, 1995; Bourdieu & Passeron, 1990; Coleman, 1966; Willis, 1977)....

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Book Chapter•DOI•
The illusion of meritocracy and the audacity of elitism: expanding the evaluative space in education

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Trevor Gale1, Tebeje Molla2, Stephen Parker1•
University of Glasgow1, Deakin University2
01 Jan 2017
TL;DR: In this article, the authors of the two widely acclaimed books on social inequality, namely, Thomas Piketty's Capital in the Twenty-first Century (2014) and Daniel Dorling's Injustice: Why Inequality Persists (2010), focus on how the authors relate problems of social inequality with educational disadvantage, naming the relation in terms of meritocracy and elitism.
Abstract: In the global context of increasing inequalities between advantaged and disadvantaged social groups, the role of education in achieving social justice has taken on new importance. In this chapter we consider two widely acclaimed books on social inequality, namely: Thomas Piketty’s Capital in the Twenty-first Century (2014) and Daniel Dorling’s Injustice: Why Inequality Persists (2010). We specifically focus on how the authors relate problems of social inequality with educational disadvantage, naming the relation in terms of meritocracy and elitism. We suggest that in the main, Piketty and Dorling hold to distributive accounts of educational disadvantage and to an income/wealth-based evaluation of social inequality. We also argue that the informational basis of Piketty’s and Dorling’s evaluation excludes an appreciation of social justice as ‘recognition’ and thus excludes the importance of ‘epistemological equity’ and of ‘agency freedom’ in pursuing social justice in educational contexts, particularly in higher education. It is through these two foci on recognitive justice that we augment Piketty’s and Dorling’s distributive account.

17 citations

Cites background from "Learning to Labour: How Working Cla..."

  • ...Since at least the 1970s critical sociologists of education have argued that education systems are responsible for the reproduction of social and economic disadvantage (e.g. see Apple 1979, now into its third edition; Bourdieu and Passeron 1977; Bowles and Gintis 1976; Willis 1977)....

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Journal Article•DOI•
‘If You Don’t Let Us In, We’ll Get Arrested’: Class-cultural Dynamics in the Provision of, and Resistance to, Youth Justice Work

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Jonathan Ilan1•
University of Kent1
19 Apr 2010-Youth Justice
TL;DR: This article explored the tension between culturally mediated constructions of appropriateness, both in terms of youth behaviour and state responses thereto, and argued that, through youth justice work, the state attempts to inculcate idealized behavioural expectations "downwards" on those constructed as normatively imperilled.
Abstract: Based on an ethnographic account of a youth justice project and its attendees, this article explores the tensions between culturally mediated constructions of appropriateness, both in terms of youth behaviour and state responses thereto. It argues that, through youth justice work, the state attempts to inculcate idealized behavioural expectations ‘downwards’ on those constructed as normatively imperilled. By contrast, client youth construct their conduct in light of their classed and gendered experiences of marginality, which prompt them towards resistance. Differential understandings amongst stakeholders complicate youth justice work; contested meanings between its agents and clients may, however, be fatal to its objectives.

17 citations

Cites background from "Learning to Labour: How Working Cla..."

  • ...The behavioural patterns and culture exhibited by Crew members echo the ‘rough, non-conformist or street values’, which have been cited in distinguishing offending youth from the non-delinquent (Anderson, 1999; Jenkins, 1983; Willis, 1977)....

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  • ...Young people ensconced in the rough variant of working class culture have been shown to ‘resist’ attempted state acculturation whether through formal education (Willis, 1977) or youth service provision (Gillespie et al....

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  • ...Young people ensconced in the rough variant of working class culture have been shown to ‘resist’ attempted state acculturation whether through formal education (Willis, 1977) or youth service provision (Gillespie et al., 1992)....

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  • ...Resisting state acculturation in deference to existing cultural forms is linked to the reproduction of lower class status (Willis, 1977)....

    [...]

References
More filters
Book Chapter•DOI•
Communities of Practice and Social Learning Systems: the Career of a Concept

[...]

Etienne Wenger
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•
Punished: Policing the Lives of Black and Latino Boys

[...]

Victor M. Rios
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

Journal Article•DOI•
Learning to Be Illegal: Undocumented Youth and Shifting Legal Contexts in the Transition to Adulthood

[...]

Roberto G. Gonzales1•
University of Chicago1
01 Aug 2011-American Sociological Review
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

Journal Article•DOI•
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice

[...]

Michael A. Lawson1, Hal A. Lawson2•
Binghamton University1, University at Albany, SUNY2
01 Sep 2013-Review of Educational Research
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

Journal Article•DOI•
The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth

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Carola Suárez-Orozco1, Allyson Pimentel1, Margary Martin1•
New York University1
01 Mar 2009-Teachers College Record
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

Related Papers (5)
Learning to Labour: How Working Class Kids Get Working Class Jobs. Paul Willis

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Learning to Labour: How Working Class Kids Get Working Class Jobs@@@Young Workers: From School to Work@@@Knuckle Sandwich: Growing up in the Working Class City

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