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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Dissertation•
01 Jan 2009
TL;DR: The authors explored young people's emotional experiences of fear of crime in a low-income urban area in Newcastle upon Tyne and concluded that participation can be empowering in the face of fear.
Abstract: This thesis explores young people’s emotional experiences of fear of crime. It is based on a long-term and in-depth piece of participatory fieldwork in a low-income urban area in Newcastle upon Tyne. I engaged in the use of participatory diagramming, group discussions and individual interviews in order to access the lived experiences and material realities of local residents, to identify and understand how fear works in the neighbourhood. The research includes insights from a variety of groups: the emphasis is mainly on the young, but with a perspective from older people too. It shows that fear is tied to power and has a bearing on people’s freedom, including their access to and use of space, their participation in social life and their ability to control their future. The theoretical contribution is to enhance understandings of fear, by showing that it is bound up with a practice of citizenship; and to enhance understandings of what citizenship means, by documenting its entanglement with fear. Methodologically, the work contributes to the development of participatory geographies. In both an empirical and a theoretical sense, the thesis brings to light how participating in research as well as in wider community activities enabled participants to envision ways that fear can be negated through increasing ‘confidence’ of all kinds. As such, the thesis concludes that participation – in the fullest sense of the word – can be empowering in the face of fear. It enables us to imagine the possibility of a more hopeful future trajectory.
17 citations
Cites background from "Learning to Labour: How Working Cla..."
...In contrast, the bodies of working‐class young men have been interpreted as troublesome, non‐conformist and marked by resistance (Campbell, 1993; Cohen, 1997; Willis, 1977; Nayak, 2006)....
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... In contrast, the bodies of working‐class young men have been interpreted as troublesome, non‐conformist and marked by resistance (Campbell, 1993; Cohen, 1997; Willis, 1977; Nayak, 2006)....
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TL;DR: In this paper, a piece of research that takes a different view is presented, grounded in the critical sociology of education that exposes the inherently unequal nature of education systems, the role of education in maintaining and legitimising persistent social inequalities, and the exercise of disciplinary power through the linked institutions of school and prison.
Abstract: The potential link between educational ‘failure’ and offending is perennially debated. Research and popular discourses tend to focus on the ‘disadvantaged’ family backgrounds from which the children who fail come. This paper summarises a piece of research that takes a different view. It is grounded in the critical sociology of education that exposes the inherently unequal nature of education systems, the role of education in maintaining and legitimising persistent social inequalities, and the exercise of disciplinary power through the linked institutions of school and prison. It aims to utilise these theoretical frameworks to reignite an interest in the fundamental problems of schooling. It achieves this through the specific focus on the marginalised ‘naughty kids' who often become the prison population of the future. The researcher worked as a teacher in adult male prisons in the UK, and data collected during 200+ brief induction interviews suggested that the experience of schooling was more significant ...
17 citations
Dissertation•
25 Nov 2014
TL;DR: In this article, the authors present an ACRONYMS-based approach and study design of the field of observation in the context of the research of the authors' thesis, which is based on the theoretical background of the paper.
Abstract: ...................................................................................................................................... 6 NOTATION: USE OF ACRONYMS .................................................................................................. 16 LIST OF FIGURES ........................................................................................................................... 17 LIST OF TABLES ............................................................................................................................. 18 LIST OF APPENDICES .................................................................................................................... 19 CHAPTER ONE .............................................................................................................................. 20 Introduction ................................................................................................................................. 20 1.1 Background of the research ................................................................................................... 20 1.2 Research Motivation .............................................................................................................. 22 1.3 Theoretical Background ......................................................................................................... 24 1.4 Research objectives ............................................................................................................... 27 1.5 Research approach and study design .................................................................................... 28 1.6 The field of observation ......................................................................................................... 29 1.7 Structure of the thesis ........................................................................................................... 31 CHAPTER TWO ............................................................................................................................. 34 Theoretical Background ............................................................................................................... 34 2.
17 citations
05 Feb 2015
TL;DR: In this paper, an educational motto is found in a "prototypical narrative" of social youth work carried out by activists in Copenhagen in the 1990s, where the key idea that is unfolded is the critical trans-pedagogy of a creation and tinkering of collectives and their participants in struggles for recognition, and for the democratic social engineering of a responsive welfare state.
Abstract: The article articulates an educational motto – expressed in the title – found in a ‘prototypical narrative’ of social youth work carried out by activists in Copenhagen in the 1990s. This way of modeling pedagogical practice is first outlined as different from the standardizing approach dominant in science. As a prototypical narrative, the story alternates between descriptions and contextualizations of events, theoretical debate, and analytical suggestions. The key idea that is unfolded is the ‘critical trans-pedagogy’ of a creation and tinkering of collectives and their participants in struggles for recognition, and for the democratic social engineering of a responsive welfare state. It is suggested that a singular historical situation spurred this development, both in the practical youth work, and in the theoretical traditions with which I could articulate it. This included the post-industrial crisis of labor, the post-cold-war shaking of state forms, New Public Management, and the simultaneous expansion and attack on the welfare state. It also included how the Foucauldian rethinking of power and the performative turn in the social sciences informed the broadly Vygotskian traditions. On these backgrounds, the youth work practices could be approached as generalizing, performative reenactments of social problems. The approach is finally spelled out in and around the story of one participant, before the concluding remarks return to the issue of how a prototypical narrative deals with theory.
16 citations
Cites background from "Learning to Labour: How Working Cla..."
...…and expanding educational institutions, when many working-class kids had trouble with the often contradictory demands of school and industry (much like it is described in Willis, 1977), and when the powerful labor organizations were keen to prevent the development of a lumpen-proletariat....
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TL;DR: The first author occupied the position of insider sport psychology practitioner-researcher within one professional football club over a 3-year duration as discussed by the authors, where traditional ethnographic research methods were employed, including; observations, field notes, and reflections.
Abstract: The present study critically explores the use of practitioner-researcher ethnography in professional football, and illustrates some of the challenges that the first author experienced as a result of the dual-role occupation. The first author occupied the position of insider sport psychology practitioner-researcher within one professional football club over a 3-year duration. Traditional ethnographic research methods were employed, including; observations, field notes, and reflections. Following thematic analysis, research on the potential for conflict and tension in ethnography, and ethical guidelines from caring professions (e.g. sport psychology, health, and nursing) were used to make sense of the data. A series of reflective extracts highlight moral, ethical, and personal challenges of occupying a dual role, including threats to identity, acceptance of academics in elite sport, and confidentiality. For those individuals whose livelihood is dependent on their successes as a practitioner-researcher an understanding of how to overcome methodological challenges will be beneficial in improving their organisational status. From the results of this study, we suggest that a range of support mechanisms (e.g. ethnographers club, regional support hubs, supervisor/researcher training and education), and the development of a clear sense of self are essential for the ethnographic practitioner-researcher.
16 citations
Cites methods from "Learning to Labour: How Working Cla..."
...More recently, ethnography has been used in education (Corrigan 1979; Fleming 1995; Lacey 1970; Willis 2009), nursing (Henderson and Vesperi 1995; Roper and Shapira 1999; Smyth and Holmes 2005), and sport (Adler and Adler 1991; Bowles 2014; Cushion and Jones 2006)....
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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