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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20 Dec 2019
TL;DR: In this paper, the authors examined how education has influenced gender and generational dynamics of agrarian change in Ghulkin, Gojal, Pakistan, and analyzed the change in agri-cultural landscapes due to education expansion.
Abstract: This study examines how education has influenced gender and generational dynamics of agrarian change in Ghulkin, Gojal, Pakistan. Gilgit Baltistan has witnessed tremendous increase in education in recent decades. The areas particularly dominated by Ismaili communities such as Gojal valley, due to the directives and guidance of Ismaili Imam and its institutions has experienced high education expansion and high gender parity. Due to the rise in education, young male and female are migrating to other cities of Pakistan for education. I analyze the change in agrarian landscapes due to education expansion. The new emerging landscapes paint a grimly picture which is depopulated and usually shows an “ageing” population of farmers. Young people visit the family and the farm for two months in a year, moreover, a clear shift in terms of gendered attitude toward farming was also observed. Young educated males have withdrawn themselves from farming, whereas young educated women still contribute to farming and care work during their two months stay. Due to the absence of the young men, the sophisticated and intricate oasis water irrigation systems are under threat. The practice of women going to pastures has been abandoned mainly due to the new demands of education to be sedentary and to be at home. Education has been equated with social mobility but is being experienced as a contradictory resource due to uneven outcomes in terms of employment, social and cultural values.
11 citations
Journal Article•
TL;DR: In this article, the authors consider how the construction of the hyper-individual, one that is entirely determined by its own internal capacities, has become the norm within Australian educational policy.
Abstract: In this paper, we problematise current conceptualisations of agency in education. Firstly, we consider how the construction of the hyper-individual, one that is entirely determined by its own internal capacities, has become the norm within Australian educational policy. We propose that this conceptualisation produces undemocratic educational possibilities, built on assumptions that individuals have the capacity to rationally choose pathways that will maximise their own interests, ignoring the contextually bound ways in which this produces, makes durable and reproduces trajectories of disadvantage and advantage within the educational system. We experiment with how education could be understood if the ontological assumption of the individual was unsettled, with a focus shifting to relations rather than intrinsic entities. To do this, we draw from New Materialist literature, and Karen Barad’s agential realism, to suggest that the assignment of ‘interactive’ agency between fully interiorised individuals, especially through competitive logics, confuses the basis, and possibility, of democratic action. We consider how educative spaces are the enactments and realisation of knowledge and, thus, how an enactment of education is not reducible to separate or separable individuals.
11 citations
Dissertation•
27 Nov 2018
TL;DR: In this paper, the authors explored what constitutes "best practice" in music in special education from a whole school perspective and found that participants agree upon 7 key elements of "best practices" in SEN/D music education and that there are 10 barriers/enablers to achieving this.
Abstract: Music education and music therapy have long been shown to have benefits for children and young people labelled as having special educational needs and/or disabilities (SEN/D). However, until recently, very little has been known about the ways in which music education is approached in special education. Recent reviews of music education in England have drawn attention to the variability of current provision across the country. In special education, this research has largely centred upon exploring what is happening. Questions pertaining to how and why schools are choosing to incorporate music into their curricula have received little attention, making it difficult to ascertain exactly what is causing this ‘patchy’ provision. Moreover, there are currently voices missing from the research literature. Previous studies have explored the views and experiences of practitioners. However, the views of parents and teaching assistants have largely been ignored and those of disabled children and young people entirely excluded. This thesis expands upon the findings of previous research by exploring what constitutes ‘best practice’ in music in special education from a whole school perspective. Longitudinal ethnographic fieldwork was carried out in three special schools in Yorkshire. Data were gathered via repeated, weekly observations of music lessons/activities across a term of fieldwork in each school. Semi-structured interviews with a variety of school stakeholders (n = 36 interviews) including practitioners, primary care-givers and pupils, document analysis (n = 71 documents), and an ethnographic diary also contributed to the data-set. Data were analysed in accordance with Grounded Theory Methods. The findings show that participants agree upon 7 key elements of ‘best practice’ in music in special education and that there are 10 barriers/enablers to achieving this. A hierarchical model of the ways in which these barriers/enablers intersect demonstrates the process through which ‘best practice’ is currently achieved, forming a working theory of ‘best practice’ in SEN/D music education. The findings also highlight that a variety of socio-political-edu-cultural beliefs affect how participants describe and enact ‘best practice’. The effect these beliefs have on participants’ perceptions of ‘best practice’ are considered and recommendations for future research in this field are suggested.
11 citations
Cites methods from "Learning to Labour: How Working Cla..."
...Ethnography has been used as a research method in many different fields of education research (See for example: Denny, 2011; Kingsbury, 2001; Simmons, 2014; Willis, 1997) and is also a primary research method in the field of ethnomusicology (Barton, 2014)....
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TL;DR: In this paper, the authors explore the conception of authority relations in the classroom that are implicit in some examples of related policy documentation in Scotland and England and argue that the imbalanced relationship between authority relations and classroom learning is a serious problem.
Abstract: This article explores the conception of authority relations in the classroom that are implicit in some examples of related policy documentation in Scotland and England. We argue that the im...
11 citations
Cites background from "Learning to Labour: How Working Cla..."
...The seminal of work of Willis (1977) in the 1970s illustrates the difficulties of translating policy ideals into educational practice....
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...A detailed consideration of the legacy of interactionism, particularly the work of Willis (1977), falls beyond the scope of this article....
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...One of the features of what has become known as the counter-school culture in Willis’s work was how the ‘lads’ constantly tried to win ‘symbolic and physical space from the institution and its rules and to defeat its main perceived purpose: to make you “work”’ (Willis, 1977, p. 26)....
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DOI•
01 Jul 2019TL;DR: In this article, the authors describe a systeme de violence de genre and of heterosexisme in an ethnographic approach to evaluate the conduites des eleves in fonctionnements sociolinguistiques.
Abstract: Cet article rend compte des principaux resultats d'une recherche qualitative visant a comprendre les conduites des eleves entre eux-entre filles, entre garcons, entre filles et garcons-dans les etablissements d'enseignement secondaire : s'agit-il, comme le disent le plus souvent les eleves, de jeux benins, ou bien ces comportements sont-ils aussi constitutifs de violences ? A l'aide d'observations de type ethnographique, on met en evidence chez les eleves des fonctionnements sociolinguistiques appelant des interpretations difficiles et des conduites de controle reciproques asymetriques, par lesquelles les eleves se socialisent aux normes de l'heterosexisme. Cet ensemble constitue bien, meme a l'interieur de jeux, un systeme de violence de genre. Les adultes de l'institution semblent ne percevoir ni certaines violences manifestes, ni le sens violent de conduites anodines-sans doute la conformite de ces conduites aux normes du genre et de l'heterosexisme explique-t-elle cette cecite. Neanmoins un certain nombre d'enseignants depassent le rapport de force inherent a ces systemes. L'article se termine par l'exploration de quelques possibilites de formation, initiale et continue, des personnels des etablissements : connaissance des systemes de genre et d'heterosexisme, groupes de parole, formation aux pedagogies de l'equite.
11 citations
Cites background from "Learning to Labour: How Working Cla..."
...…de force, les professeurs sont contraints de se situer soit en position « haute », soit en position « basse » ; ces processus ont déjà maintes fois été analysés, notamment dans l’ethnographie scolaire anglaise [Lacey, 1970 ; wiLLis, 1977] et française [Dubet et MartuceLLi, 1996 ; Dubet, 2008]....
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...S’ils entrent, même sans le vouloir explicitement, dans ce type de rapports de force, les professeurs sont contraints de se situer soit en position « haute », soit en position « basse » ; ces processus ont déjà maintes fois été analysés, notamment dans l’ethnographie scolaire anglaise [Lacey, 1970 ; wiLLis, 1977] et française [Dubet et MartuceLLi, 1996 ; Dubet, 2008]....
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...Dès les années 1970, la sociologie anglaise a étudié chez les jeunes garçons de milieu ouvrier une culture de défi viril qui les amenait fréquemment à des formes particulières d’indiscipline, et partant, d’échec scolaire [wiLLis, 1977]....
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...Dès les années 1970, la sociologie anglaise a étudié chez les jeunes garçons de milieu ouvrier une culture de défi viril qui les amenait fréquemment à des formes particulières d’indiscipline, et partant, d’échec scolaire [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