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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01 Jan 2018
TL;DR: In this paper, the authors present a critical ethnography of five high school English classrooms in which teachers were attempting to integrate Indigenous perspectives into the curriculum, and the stories and experiences gathered describe a decolonizing praxis which pedagogically situates Indigenous and non-Indigenous worldviews in parallel and in relation, each coexisting in its own right without one dominating the other.
Abstract: The current moment of education in Canada is increasingly asking educators to take up the mandate and responsibility to integrate Indigenous perspectives into curricula and teaching practice. Many teachers who do so come from a historical context of settler colonialism that has largely ignored or tried to use education to assimilate Indigenous peoples. This project asks how teachers are (or are not) integrating Indigenous perspectives into the classroom curriculum. It asks if and how Eurocentric and colonial perspectives are being disrupted or reproduced in classroom dialogue, and how learning spaces can be guided by an ethics of relationality and coexistence between Indigenous and non-Indigenous ways of knowing. Finally, it seeks promising pedagogical practices through which curriculum can be a bridge for building a new relationship between Indigenous and non-Indigenous peoples in what is now Canada. This project is a critical ethnography of five high school English classrooms in which teachers were attempting to integrate Indigenous perspectives into the curriculum. Over the course of a semester classroom observations, interviews, and focus groups gathered the stories, experiences and perceptions of five high school English teachers, their students, and several Indigenous educators and community members. The stories and experiences gathered describe a decolonizing praxis, which pedagogically situates Indigenous and non-Indigenous worldviews in parallel and in relation, each co-existing in its own right without one dominating the other. The teacher and students who took up this decolonizing praxis centered an Indigenous lens in their reading of texts, and saw questions of ethics, responsibility, and reciprocity as key to changing the relationship between Indigenous and non-Indigenous peoples. Despite this promising pedagogical approach, I identify knowledge of treaties and the significance of land to Indigenous peoples as a significant gap in knowledge for students (and some teachers), which allows many colonial misunderstandings to persist.
15 citations
Cites background from "Learning to Labour: How Working Cla..."
...knowledges and practices shape a dominant (in this case settler-colonial) consciousness by normalizing and disseminating certain knowledges, values, attitudes, and behaviours through the school curriculum (Apple, 2004; Bourdieu, 1977; Giroux, 1983; Willis, 1977)....
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...School knowledges and practices shape a dominant (in this case settler-colonial) consciousness by normalizing and disseminating certain knowledges, values, attitudes, and behaviours through the school curriculum (Apple, 2004; Bourdieu, 1977; Giroux, 1983; Willis, 1977)....
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01 Jan 2017
Abstract: iv
15 citations
Cites background from "Learning to Labour: How Working Cla..."
...Schools, as an adult-administered institutions, are also important source of symbolic resources that young people use to collectively fashion identities and practices (see Corsaro, 2014, pp. 151-262; Hall, 2002; Sedano, 2013; Willis, 1977)....
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...…involving the acquisition of skills and content; it is a sociological process that entails coming to understand our relations to other people (our social location) that, therefore, involves complex processes of subject formation (Devine, 2011, p. 133; see also Lave & Wenger, 1991; Willis, 1977)....
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...‘Learning’ is more than simply a cognitive event involving the acquisition of skills and content; it is a sociological process that entails coming to understand our relations to other people (our social location) that, therefore, involves complex processes of subject formation (Devine, 2011, p. 133; see also Lave & Wenger, 1991; Willis, 1977)....
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...Other scholars have long been interested in examining the central role schools play in the reproduction of social inequalities (Bourdieu & Passeron, 1990; Bowles & Gintis, 2011; Curtis, Livingstone, & Smaller, 1992; Dei, Mazzuca, McIsaac, & Zine, 1997; Willis, 1977)....
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...Schools, as an adult-administered institutions, are also important source of symbolic resources that young people use to collectively fashion identities and practices (see Corsaro, 2014, pp. 151-262; Hall, 2002; Sedano, 2013; Willis, 1977)....
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Dissertation•
04 Jul 2011
15 citations
Book•
01 Sep 2015
TL;DR: The authors investigated why boys were more likely to be excluded than girls and found that the effects of these losses gave rise to the emotions of bereavement which included anger, sadness and fear.
Abstract: This study investigated why boys were more likely to be excluded than girls. The main research site was an 11-16 comprehensive in a market town, although findings were triangulated through a project in a feeder junior school. The research evolved in two phases. Phase One involved 67 loosely structured, fifty minute interviews with pupils who had been excluded for a fixed term. Phase Two involved four action research projects which triangulated and developed the Phase One findings. The projects consisted of an Anger Management therapeutic group with some of the excluded boys interviewed in Phase One, two days of staff training in Transactional Analysis, a self-discovery club with junior school pupils at risk of exclusion and a year 7 drama curriculum which taught Transactional Analysis, conflict resolution, meditation, emotional literacy and self-awareness. Findings were analysed using Strauss and Glaser’s concepts of grounded theory, emergent themes and the constant comparative method. Transactional Analysis was used as a practical as well as an analytic tool. The practical research took place between 1999 and 2002. The study found that all of the children who had been excluded were either threatened with loss or had suffered or were suffering from losses which threatened their safety and/or security. The effects of these losses gave rise to the emotions of bereavement which included anger. Boys and some girls used the emotion of anger as a mask for other emotions such as sadness and fear. The masking of vulnerable emotions was part of the way in which the boys constructed their masculinites. The losses brought with them loss of attachment and low self-esteem which led to students being more influenced by their peer group than by the adults around them. It was found that it was possible to counter the effect of these losses and the negative effects of the anger. The action research methods proved to offer part of the answer to the research questions. Trust was central to the development of new attachments and teachers could develop this trust using Adult-Adult behaviours, from an ‘I’m OK, You’re OK’ life position. Positive strokes encouraged desired behaviour. However, central to the ability to use these techniques was the concept of self-awareness that could be accessed through talking and being listened to by some one who did not judge. Meditation also proved to be helpful in bringing awareness and minimising stress. The concept of the Drama Triangle proved invaluable in understanding what occurred during exclusion incidents. Techniques were found to work with staff, secondary and primary school pupils. The implications of the research are that it is possible for staff to minimise exclusion incidents directly and indirectly by modelling peaceful behaviours. The research shows that pupils get excluded when they are under stress and that it might be profitable to listen to them after an exclusion to elicit their feelings. The study recommends future research which develops these ideas in other settings and investigates what happens for the teachers during an exclusion incident.
15 citations
Cites result from "Learning to Labour: How Working Cla..."
...Students in the research identified teacher behaviours which they liked and disliked and these confirmed previous findings by researchers such as Burke and Grosvenor (2003), Woods (1977), Blishen (1969), Davies, (1984) and Hargreaves (1975)....
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...Paul Willis (1978) wrote about the ‘lads’ and the ‘ear ‘oles’ (the conformists)....
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Dissertation•
01 May 2014
TL;DR: In this article, the authors present a Table of Table of the Table of Contents of a Résumé, and Table of Résumés of the article "Résumé".
Abstract: .................................................................................................................................... iii Résumé ....................................................................................................................................... v Table of
15 citations
Cites background from "Learning to Labour: How Working Cla..."
...On the other hand, boys may associate academic achievement with female traits, which reduces their likelihood of sustaining motivation for achievement (Willis, 1977)....
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...Many past studies focus on the inequality of educational opportunity between boys and girls, especially the gender-role stereotyped domains (Wigfield & Eccles, 2002; 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