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•
18 Dec 2012
TL;DR: This article examined how three teachers in urban public elementary school classrooms with ethnocultural minority first and second-generation immigrant students (aged 9 to 13) implemented different kinds of curriculum content and pedagogy, and how those pedagogies facilitated or impeded inclusive democratic experiences for various students.
Abstract: Ethnocultural minority immigrant students carry diverse histories, perspectives, and experiences, which can serve as resources for critical reflection and discussion about social conflicts. Inclusion of diverse students’ identities in the curriculum requires acknowledgement and open discussion of diversity and conflictual issues. In democratic peacebuilding education, diverse students are encouraged to express divergent points of view in open, inclusive dialogue. This ethnographic study with a critical perspective examined how three teachers in urban public elementary school classrooms with ethnocultural minority firstand second-generation immigrant students (aged 9 to 13) implemented different kinds of curriculum content and pedagogy, and how those pedagogies facilitated or impeded inclusive democratic experiences for various students. In these classrooms, peers and teachers shared similar and different cultural backgrounds and migration histories. Data included 110 classroom observations of three teachers and 75 ethnocultural minority students, six interviews with three teachers, 29 group interviews with 53 students, document analysis of ungraded student work and teachers’ planning materials, and a personal journal. Results showed how diverse students experienced and responded to implemented curriculum: when content was explicitly linked to students’ identities and experiences, opportunities for democratic peacebuilding
14 citations
TL;DR: Examining how narratives of self‐responsibility and associated welfare reform strategies impact on the mental health of people living in economic hardship shows how such narratives inflict, sustain and exacerbate mental distress and suffering, and how they become naturalised and normalised by individuals themselves.
Abstract: Narratives of self-responsibility are pervasive in neoliberally oriented contexts, and have been found to engender feelings of shame and failure amongst those affected by poverty. Here, we use findings from research in two low-income communities in south-west England to examine how these narratives become embodied within people's daily lives when they intersect with systems of welfare support and the current political drive to upscale treatment for common mental health conditions. Drawing on Bourdieu's notion of symbolic violence, we examine how narratives of self-responsibility and associated welfare reform strategies impact on the mental health of people living in economic hardship. The data show how such narratives inflict, sustain and exacerbate mental distress and suffering, and how they become naturalised and normalised by individuals themselves. We demonstrate how this situation pushes people to seek support from General Practitioners, and how clinical interactions can normalise, and in turn, medicalise, poverty-related distress. Whilst some people actively resist dominant narratives around self-responsibility, we argue that this is insufficient under broader sociocultural and political circumstances, to free themselves from the harms perpetuated by symbolic violence.
14 citations
Cites background from "Learning to Labour: How Working Cla..."
...…and are likely to end up entrenching marginality: To oppose the school system, in the manner of the British working-class ‘lads’ analysed by Willis (1977), through horseplay, truancy, and delinquency, is to exclude oneself from the school, and increasingly, to lock oneself into one’s…...
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27 Sep 2012
TL;DR: In this article, the role of education in women's social mobility is discussed, focusing on the case of female graduates of commercial schools in Egypt. But the authors do not address the social mobility of women in general.
Abstract: textThis thesis addresses the role of education in women’s social mobility,
focusing on the case of female graduates of commercial schools in
Egypt. Technical education, which encompasses the commercial variant
along with two other streams, has been intriguing in both its beginnings
and evolution. It was launched as a revolutionary tool for economic
growth and associated with promises of egalitarianism and social mobility,
but developed into a lower status type of education with limited opportunities
for employment and marriage. Essentially, state education
and employment policies have created divisions between two generations
of commercial school graduates (CSGs) with the earlier group enjoying
secure public sector employment and stable family life and the latter facing
precarious work conditions and more uncertain life opportunities.
14 citations
TL;DR: In this article, the authors examine the ways in which socio-cultural norms have shifted to accommodate higher levels of autonomy in urban communities and show how individualism has been incorporated into societal norms, producing highly autonomous personalised networks that, when combined with large amounts of social interaction and imaginative cultural appropriation, create common social and cultural practices emblematic of community structure.
Abstract: This paper examines the ways in which socio-cultural norms have shifted to accommodate higher levels of autonomy in urban communities. Largely critiquing traditional concepts of community as well as current dystopian perspectives on the fluid and vapid state of social organisation, it will show how individualism has been incorporated into societal norms, producing highly autonomous personalised networks that, when combined with large amounts of social interaction and imaginative cultural appropriation, create the common social and cultural practices emblematic of community structure. It also illustrates how many activities, traditionally viewed as indicative of social decay, are socially productive, in that they go towards generating the common bonds and world-views that unite individuals across urban landscapes. Focusing particularly on the spaces of community interaction, the construction of common identities and common sense of belonging, this paper sets out to explore alternative modes of community cr...
14 citations
TL;DR: In this article, the concept of socialization is discussed, drawing upon major sociological and anthropological traditions, contributions from emerging research streams, as well as relevant findings from Educational Sciences, Psychology and Neurosciences.
Abstract: This article aims to improve both theoretically and empirically our understanding of the socialization process, a key topic in Social Sciences, but currently subject to scarce research. Firstly, the concept of socialization is discussed, drawing upon major sociological and anthropological traditions, contributions from emerging research streams, as well as relevant findings from Educational Sciences, Psychology and Neurosciences. Recognizing that all life experiences are meaningful to individuals’ socialization, the author argues that not all of them hold the same value. Secondly, the biographical approach to socialization used in this study is outlined. Thirdly, the main results of the project on the socialization of the working class in Portugal are presented. Finally, in the discussion section, the project findings are confronted with the results of other recent studies, focusing on three major (interconnected) catalysts of the socialization process: emotions, practices and (biographical) identities.
13 citations
Cites background from "Learning to Labour: How Working Cla..."
...Such sentiment was identified in many ethnographic studies and associated both to meaningless activities and to collective strategies to resist official and dominant institutions (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