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.
Citations
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TL;DR: Data collected from interviews with primary teachers of 8- to 9-year-old pupils, who had recently attended a three-day residential at an outdoor education centre and these children's parents are considered, suggesting notions of healthy life-style and healthy eating embedded in the primary school's curriculum and in teachers’ professional consciousness and parents’ perceptions.
Abstract: This paper examines the findings from part of a larger project concerned with well-being and outdoor pedagogies. It considers data collected from interviews with primary teachers of 8- to 9-year-old pupils, who had recently attended a three-day residential at an outdoor education centre and these children's parents. It draws upon aspects of the data, which refer to ‘health related education’, body image and teachers’ and parents’ perceptions. The data suggests that not only are notions of healthy life-style and healthy eating embedded in the primary school's curriculum and in teachers’ professional consciousness, but also parents are imbued with body discourses conveyed through the popular media. For the most part, whilst the teachers express and respond to policy and popular discourses on health and body image largely uncritically, some parents are seen to question dominant understandings of health and body size for their children.
16 citations
Cites background from "Learning to Labour: How Working Cla..."
...Furthermore, it is argued that ethnography is sensitive to the individual and to social processes (Willis, 1977; Davies, 1984; Griffin, 1985), providing an understanding of the experience of individuals in a group context....
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TL;DR: This article examines two sub-areas of scholarship: the variationist tradition from sociolinguistics and the social stratification tradition from sociology, and contends that these areas provide new potential for interdisciplinary research initiatives.
Abstract: In this article, I discuss the past, present, and future of interdisciplinary scholarship between sociolinguists and sociologists. After detailing some of the broader history of collaboration between sociolinguists and sociologists, I examine two sub-areas of scholarship: the variationist tradition from sociolinguistics and the social stratification tradition from sociology. I contend that, given their complementary research questions and analytic traditions, these areas provide new potential for interdisciplinary research initiatives. I give suggestions for research partnerships between sociolinguists and sociologists, and close with a discussion of some practical ways in which sociolinguists and sociologists can build interdisciplinarity both pedagogically as well as professionally.
16 citations
Cites background from "Learning to Labour: How Working Cla..."
...For example, Willis (1977) found that the discourse practice of ‘having a laff ’ (similar to ‘signifying’ in African American culture) was a discourse practice used by the ‘lads’, working-class British boys, to reject the middle-class world and its educational system....
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Dissertation•
03 Jul 2015
TL;DR: I ACKNOWLEDGEMENTS III as discussed by the authors 3], IACKNOWEDGEMENTs III, 4] and I ACKNOWSLEDGMENTS III.
Abstract: I ACKNOWLEDGEMENTS III
16 citations
TL;DR: In this article, focus groups and interviews with newcomer immigrant and refugee youth between the ages of 16 and 22 to consider how schools shape their settlement processes and their sense of social inclusion and belonging.
Abstract: This paper draws on focus groups and interviews with newcomer immigrant and refugee youth between the ages of 16 and 22 to consider how schools shape their settlement processes and their sense of social inclusion and belonging. In particular, the paper focuses on newcomer youth’s perspectives and experiences of schooling in a medium-sized immigrant-receiving city in Canada. Analysis reveals that schools function as sites of both inclusion and exclusion in ways that produce ambivalence in immigrant and refugee youth with respect to their sense of social inclusion and belonging to community life. One recommendation emerging from the analysis is that educational practitioners and other community stakeholders interested in supporting the social inclusion of newcomer youth should develop and implement ESL and ELD programs and ensure adequate funding of these essential programs. There is also a need for collaborative, dialogical practices that provide all relevant stakeholders, including newcomer youth themselves, opportunities to come together to create new possibilities for understanding and cooperative action.
16 citations
Cites background from "Learning to Labour: How Working Cla..."
...As Devine (2011, p. 133) reminded us, schooling involves a process of subjectification in which young people come to understand their relations to other people and their position within the social order (see also Lave & Wenger, 1991; Willis, 1977)....
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...133) reminded us, schooling involves a process of subjectification in which young people come to understand their relations to other people and their position within the social order (see also Lave & Wenger, 1991; Willis, 1977)....
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TL;DR: In this article, the authors used the comprehensive lifelong learning participation model of Boeren, Nicaise and Baert and explored whether satisfactory experiences relate to characteristics of the individual and/or characteristics of an educational institution.
Abstract: This article explores satisfactory learning experiences of adult learners in Flemish formal adult education. Satisfaction is an important issue in motivational psychology. We used the Comprehensive Lifelong Learning Participation Model of Boeren, Nicaise and Baert and explored whether satisfactory experiences relate to characteristics of the individual and/or characteristics of the educational institution. Results revealed that satisfactory learning experiences relate strongly to perceptions of classroom environment.
15 citations
Cites background from "Learning to Labour: How Working Cla..."
...Adults with a higher education degree were more likely to have applied for jobs offering learning possibilities, learned how to learn from the past and developed a more positive general attitude towards learning (De Graaf & Wolbers, 2003; Field, 2000; Illeris, 2003; Nesbit, 2006; Willis, 1977)....
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...more positive general attitude towards learning (De Graaf & Wolbers, 2003; Field, 2000; Illeris, 2003; Nesbit, 2006; Willis, 1977)....
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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