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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TL;DR: In this article, the authors used a field experimental research design to empirically test the assumptions made by the proponents of deliberative teaching and found that such teaching seems to enhance democratic virtues among students in vocational programs.
Abstract: Since the early-2000s, deliberative democratic theory has influenced the debate on teaching. Proponents of deliberation in education have argued that deliberative communication as a teaching model enhances both subject knowledge and democratic virtues among students. However, empirical support for this assumption is weak. The aim of this article is to empirically test the assumptions made by the proponents of deliberative teaching. This study uses a field experimental research design. The study was carried out in a civics course in Swedish upper-secondary schools in both vocational programs and programs preparing students for ensuing studies. To some extent, the results support the hypothesis derived from deliberative theory. Deliberative teaching seems to enhance democratic virtues among students in vocational programs.
13 citations
Cites background from "Learning to Labour: How Working Cla..."
...The low motivation and interest in studying and learning civics in the latter programs has been well documented in political science (Persson, 2011; Persson & Oscarsson, 2010) and educational research (Hill, 1998, 2001; Högberg, 2009; Öhrn, 1993; Trondman, 1999; Willis, 1977)....
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...Several studies have examined the characteristics of the negative attitude among students in vocational programs to study complementary, theoretic subjects (Hill, 1998, 2001; Högberg, 2009; Trondman, 1999; Willis, 1977)....
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TL;DR: The Hartz IV, the last one in a series of welfare state reforms, merging the former separate systems of long term unemployment benefit and basic income support into a new system as discussed by the authors, has shown the disappearance of the privileges of persons in long-term unemployment, a shift from permanent unemployment to unsteady low wage employment and need for further subsidies for a major part of the poor, as well as a consolidation of the normative image of a ‘normal working citizen.
Abstract: Nine years ago, Germany has implemented Hartz IV, the last one in a series of welfare state reforms, merging the former separate systems of long term unemployment benefit and basic income support into a new system. The article summarizes the main empirical findings from a growing field and draws a few conclusions. Mainly, after years of heavy debates and practical experiences in Germany and elsewhere, it has to be said the goal of substantially reducing poverty and saving public money has not really been achieved. Although the system is working well in terms of financial support and population coverage, there are problems in providing cultural and social participation, and even the money is not enough under certain family constellations. Moreover, the idea to solve every poverty problem by rigid work first policies does obviously conflict with the observable heterogeneity of poverty situations. Main results are the disappearance of the privileges of persons in long term unemployment, a shift from permanent unemployment to unsteady low wage employment and need for further subsidies for a major part of the poor, as well as a consolidation of the normative image of a ‘normal working citizen’, making it harder to get support for people who don’t fit into that scheme.
13 citations
Dissertation•
01 Jan 2019
TL;DR: In this article, the authors present a literature review and a risk of NEET Indicator tool for early school leaving (NEET) in the context of economic and social justice issues.
Abstract: ....................................................................................................................... 1 Acknowledgements ...................................................................................................... 2 Dedication ................................................................................................................ 2 List of Figures .............................................................................................................. 9 List of Tables.............................................................................................................. 10 Preface ........................................................................................................................ 11 My story ................................................................................................................. 11 The problem ............................................................................................................... 13 The location of the study in the research time-frame ............................................. 14 The school ........................................................................................................... 15 The study............................................................................................................. 16 What difference could my research make? ............................................................ 16 The order of the chapters ........................................................................................ 17 Chapter 1 Literature review ................................................................................ 17 Chapter 2 Statistics and the Risk of NEET Indicator tool .................................. 18 Chapter 3 Theoretical perspective ...................................................................... 18 Chapter 4 Research Design and Methodologies ................................................. 18 Chapter 5 Presentation of my findings ............................................................... 19 Chapter 6 Analysis and Discussion .................................................................... 19 Chapter 7 Contribution to knowledge and reflections ........................................ 20 Chapter 1: Literature Review ..................................................................................... 21 NEET: issues in conceptualisation ............................................................................. 21 NEET: concepts and definitions ............................................................................. 21 Outline of relevant government policy ................................................................... 27 The economic rationalist perspective in NEET policy ........................................... 31 How economic labour trends and policy affect youth unemployment ............... 33 A brief exploration of economic environmental changes ................................... 35 Changes to education relevant to NEETs ............................................................... 39 Aspirations .............................................................................................................. 42 Is NEET a social justice issue? ............................................................................... 44 Individualisation and its relevance to young people .............................................. 47 Individuals’ lives in context ................................................................................... 49 Reducing Early School Leaving (RESL) ............................................................... 55 Resilience ............................................................................................................... 56 Summary ................................................................................................................ 59
13 citations
Cites background from "Learning to Labour: How Working Cla..."
...Paul Willis’ (1977) study of 12 working-class ‘lads’ offers an alternative view that disengagement and disruption may not be expressions of powerlessness, rather a subculture that rejects school and qualifications....
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...(Willis, 1977, p.14)....
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...Willis’ (1977) study and Sharpe’s (1994) study are important to my research; they use the voice of the young people to explore their lives, ambitions, aspirations and their engagement with school....
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TL;DR: In this article, a study of ethnographic cases of native Dutch white girls in a lower vocational school, voicing their aspirations, two new concepts are introduced: reasons and resources. And it is hoped that this article will contribute to the existing academic literature on pupils' ambitions, and also endeavours to provide useful input for school staff to help them deal with the complexity of the formation and realisation of pupils' aspirations in vocational schools.
Abstract: Much research has already been done on the aspirations of young people in lower (vocational) education. As a result, we have learnt more about why students may have high or low aspirations, and to what end their aspirations may lead them. However, there are still some crucial elements missing from the existing academic framework around pupils’ aspirations, which deals with the realisation of pupils’ ambitions. Through the study of ethnographic cases of native Dutch white girls in a lower vocational school, voicing their aspirations, two new concepts will be introduced: reasons and resources. With these two additions, it is hoped that this article will contribute to the existing academic literature on pupils’ ambitions, and it also endeavours to provide useful input for school staff to help them deal with the complexity of the formation and realisation of pupils’ aspirations in vocational schools.
13 citations
Cites background or result from "Learning to Labour: How Working Cla..."
...In ‘Learning to Labour’, Willis (1977) describes why, and explains how the reproduction of working-class kids in Britain happens, based on their low educational aspirations....
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...…achievement ideology (MacLeod 1987) and the possibilities of accumulation degrees (Kalmijn and Kraaykamp 2003; Crul, Schneider, and Lelie 2012); or low aspirations due to the lack of trust in the school and their relatively low educational position (Ogbu 1974, 1991; Willis 1977; Paulle 2005, 2014)....
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...This is in sharp contrast with Paulle (2005, 2014), who strongly dismissed theories based on ethnicity (Ogbu 1974, 1991) and minority (Willis 1977) status, and instead referred to ‘embodied responses to chronic stress that lead adolescent students to contribute to the ongoing devastation of their…...
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01 Jan 2010
TL;DR: In this paper, the authors assesses whether social-ethnic composition influences students' school misconduct and find that there is more deviance in ethnically mixed schools than in ethnic concentration schools due to a greater student sense of futility.
Abstract: This article assesses whether social-ethnic composition influences students' school misconduct. Based on general strain theory, we expect to find that individual sense of futility acts as an intermediate mechanism. Starting from cultural deprivation and oppositional culture theory, however, we hypothesize that a shared school culture of futility acts as mediator. Multilevel analyses of data from the Flemish Educational Assessment, consisting of 11,872 students in 85 schools, showed that ethnic composition has an impact on school misconduct: there is more deviance in ethnically mixed schools than in ethnic concentration schools due to a greater student sense of futility. The presence of a culture of futility did not affect the probability of being deviant. These results were true only for natives: school factors did not affect migrants' deviancy. We conclude that, although a dispersal of ethnically diverse students across all schools is favorable, this can yield negative side effects.
13 citations
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