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: This paper explored the linkages between adolescents' educational attitudes and achievement and found that the attitude-achievement paradox varies according to race, expressive culture, and neighborhood collective socialization qualities.
Abstract: This study explores how linkages between adolescents’ educational attitudes and achievement vary according to race, expressive culture, and neighborhood collective socialization qualities. Specifically, the study examines (a) racial differences in how males’ educational attitudes relate to their academic performance (i.e., “attitude–achievement paradox”); (b) how the attitude–achievement paradox varies according to Black and White males’ expressive culture; and (c) the relation of collective socialization to racial differences in expressive cool, educational attitudes, and behavior. Using Maryland Adolescent Development in Context Study (MADICS) data, I find that an attitude–achievement paradox among African Americans disappears when neighborhood collective socialization is considered; that expressive cool seems to have a stronger connection to adolescents’ achievement ideology rejection, and very little to their grade point average (GPA); and that neighborhood collective socialization decisively accounts...
12 citations
Cites background from "Learning to Labour: How Working Cla..."
...Whether adolescents believe that hard work in school pays off with good grades and success in life (or “achievement ideologies”) has been a longstanding interest of researchers for good reason (Gurin & Epps, 1975; MacLeod, 1987; Willis, 1977)....
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...Regarding gender, it has long been thought that males’ beliefs about achievement may be influenced by gendered social hierarchies and identities (A. A. Ferguson, 2001; Willis, 1977)....
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...Willis’ (1977) classic study, for instance, finds male adolescents reinforce masculine norms within their peer group that appear inconsistent with school success....
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DOI•
01 Jan 2010
TL;DR: The authors investigated how ESL students understand and experience critical pedagogy in four culturally diverse ESL classes in Northwest University, located in a multicultural metropolis in Canada, and found that students considered the pedagology meaningful because it not only taught them practical language skills, but also connected their lives to the sociopolitical, alerted them to their rights and prepared them to become active, engaged and equal participants in their new society.
Abstract: This study investigates how students understand and experience critical pedagogy in four culturally diverse ESL classes in Northwest University, located in a multicultural metropolis in Canada. I conducted the study in my own classes, simultaneously examining my practice and its impact on my students since teachers‟ and students‟ identities are entwined. Through dialogue and negotiations among teacher and students, critical language pedagogy provides an innovative approach to teaching English language skills that enables students to challenge inequality, since language is a powerful tool, often used to control, persuade or exclude. I chose a critical ethnographic case study as the most appropriate methodology for uncovering the multiple ways ESL students make meaning of a pedagogical process that has to date received little practical guidance. My study, which took place over one academic year, offers an introspective and detailed portrait of the pitfalls, practicalities and possibilities of such an approach, from the perspectives of the students and pedagogue themselves. An analysis of the classroom interactions, assignments and private interviews, reveals that students considered the pedagogy meaningful because it not only taught them practical language skills, but also connected their lives to the sociopolitical, alerted them to their rights and prepared them to become active, engaged and equal participants in their new society. My research contradicts the stereotype of the submissive, uncritical ESL student through numerous examples which illustrate how students exhibited multifaceted, agentive subjectivities, both within and outside the classroom. My findings show that a critical pedagogy enabled some of the students to identify and challenge unfair situations in their everyday lives in Canada. In addition, they reflected on and sometimes rejected their own internalized hegemonic cultural practices, and even encouraged others to consider different
12 citations
Additional excerpts
...For example, Willis (1977) showed that the working class “lads” in his study were not simply passive victims of a school system that successfully reproduced their positions in the labour force....
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TL;DR: In this paper, an incident of disruptive behavior which occurred in a boys' school in South Africa, and the context in which it occurred, is described and deconstructed in order to illuminate what it reveals about the performance of masculinity in the school.
Abstract: We describe an incident of disruptive behavior which occurred in a boys’ school in South Africa, and the context in which it occurred. The incident of mayhem is deconstructed in order to illuminate what it reveals about the performance of masculinity in the school. Descriptions are offered of practices and rituals which show how gender is performed within an elite boys’ school and how this incident illuminates the gender regime of the institution. The discussion highlights the contradictory and contested nature of performances of masculinity within the school.
12 citations
Dissertation•
01 Jan 2015
TL;DR: In this paper, the authors propose a method to solve the problem of the problem: this paper... ]..,.. )].. [1].
Abstract: ii
12 citations
Cites background from "Learning to Labour: How Working Cla..."
...…within a wide variety of contexts both foreign to and conversant with the researcher – including contexts relating to education (Corrigan, 1979; Fleming; 1995; Lacey, 1970; Willis, 2000) and sport (Adler and Adler, 1991; Crosset, 1995; de Rond, 2008; Parker, 1996; Sugden, 2002; Wacquant, 2004)....
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...…Atkinson (2007, p.225) have shared with many others (see Fleming 1995, 1997; Fetterman; 1989; Parker, 1996; Pryce, 1986; Sands, 2002; Sugden, 1997, 2002; Willis, 1978; 2000), in that: …Ethnographers must weigh the importance and contribution of their research against the chances and scale of any…...
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...then, ethnography’s use as an approach to research has spread throughout the social sciences to be deployed within a wide variety of contexts both foreign to and conversant with the researcher – including contexts relating to education (Corrigan, 1979; Fleming; 1995; Lacey, 1970; Willis, 2000) and sport (Adler and Adler, 1991; Crosset, 1995; de Rond, 2008; Parker, 1996; Sugden, 2002; Wacquant, 2004)....
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01 Jan 2012
TL;DR: The authors argue that the relationship between moral discourses about poverty and political outcomes is not as straightforward as the narrative above suggests, and argue that an analysis of the cultural meaning and political outcome of poverty requires an investigation into three related spaces of contestation: mediation, regulation, and critique.
Abstract: Since 1970 there has been growing concern over poverty in New Zealand in academia, government, and popular culture. From 1970 until 1984, this concern focused on New Zealand’s prolonged recession and falling standards of living in a period of high inflation. Since then, however, poverty and economic disparity have increased dramatically. The 1970-1984 period is now looked upon as relatively generous and committed to economic equality. The increase in poverty in contemporary times is marked by two political features. Neoliberal economic and social policies have resulted in the polarisation of wealth, increased employment insecurity, and reduced income for those reliant on state benefits (Harvey 2005). At the same time, discourses of morality have blamed beneficiaries for their “dependence” on the state. These features are not simply coincidental: the Governments that pursued income supplement reductions in New Zealand also employed the rhetoric of “welfare dependency” (O’Brien, Bradford, Stevens, Walters & Wicks 2010). As such, the link between moral discourse about poverty and political outcomes for the poor seems undeniable. I argue in this thesis that the relationship between these moral discourses and political outcomes is not as straightforward as the narrative above suggests. To make this argument I analyse moral discourses of poverty in the pre-neoliberal and neoliberal periods and find that these discourses are not as clearly aligned with macroeconomic periods as some suggest. Using this analysis, I then draw upon three traditions of cultural studies with macro-sociological theoretical orientations to determine a more fruitful analysis of the relationship between cultural meaning and political outcomes. I propose in this thesis that an analysis of the cultural meaning and political outcomes of poverty requires an investigation into three related spaces of contestation: mediation, regulation, and critique. To operationalise this analysis I focus specifically on newsprint mediation of poverty and neoliberalism, the institutional arrangements of the state that correspond to macroeconomic periods, and anti-poverty social movements. I also argue – counter to trends in sociological cultural studies – that the concepts of ideology and class must be re-introduced to effectively analyse the relationship between the cultural meanings and political outcomes of poverty. In my analysis I find considerable spaces of contestation between newspaper media, state institutions, and social movements. At the same time, synergies between them emerge. In all three, a “cultural logic” that promotes social and ethnic identities over economic identities becomes institutionalized within social movements, state institutions, and media reporting within the neoliberal era. This promotion of identities runs counter to the economic regulation of the period, where polarization occurs throughout society. As this “cultural logic” is institutionalized in the state, it is used to promote the understanding that economic disparity occurs between cultural identities rather than across them. As such, it translates potentially radical claims for economic redistribution into claims for inclusion. From this finding I conclude that the cultural logic, although it is called upon by actors across the political spectrum, nevertheless constitutes an ideology. It not only serves, in economic terms, a limited class at the expense of many, but also masks relative class benefits.
12 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