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
More filters
01 Jan 2018
TL;DR: In this article, the authors present a table of contents of the first chapter of the book "FANFICTION: A Brief History of the FanFiction" and discuss the main concepts of the genre.
Abstract: iv ACKNOWLEDGEMENTS vi TABLE OF CONTENTS vii CHAPTER ONE 1 WHAT IS FANFICTION? 1 PERSPECTIVES ON FANFICTION 6 PROBLEM STATEMENT 10 RESEARCH QUESTION 13 LAYOUT AND ORGANIZATION 13 DEFINITION OF TERMS 15 CHAPTER TWO 21 SUMMARY 21 ZINES AND STAR TREK 22 SUBCULTURES 25 RESEARCH CONTEXTS 30 FANFICTION AFTER JENKINS 33 CHAPTER THREE 38 SUMMARY 38 POLICY FOUNDATIONS 40 MEDIA LITERACY 45 FANFICTION RESEARCH 49 CHAPTER FOUR 57 SUMMARY 57 FRAMES 58 MEDIA RESEARCH PARADIGM 62 SOCIO-CULTURAL FRAME ANALYSIS 63 RESEARCH PROTOCOL 66 DATA COLLECTION 69 Figure A: List of Periodicals in Data Set by Frequency (n = 95) 74 CODING 76
10 citations
Cites background from "Learning to Labour: How Working Cla..."
...…an alternative view of cultural studies, in which the everyday signs, symbols, and social interactions employed by members of societal subgroups could provide a window into the ways media were used to make meaning and articulate world views (Clarke et al., 2006; Hebdige, 1979; Willis 1977, 1978)....
[...]
Dissertation•
06 May 2016
TL;DR: The authors found that reading for pleasure is a strong predictor of reading success, in addition to the social and emotional benefits of reading, and the important role that identity plays in motivation and engagement.
Abstract: In the current English education context, it is not enough just to be able to read; what young people read is what sets them apart as being more - or less - literate, cultured or educated than someone else. It is often specific texts, their literary value, and whether or not they represent certain groups, which are central to debates played out through education policy, research, and in the media. This focus on the text is responsible for persistent unsuccessful attempts to redistribute cultural capital and level the playing field through education, failing to take into account the different social and cultural resources young people bring to the classroom. It has led to a deficit model of reading in education which places blame on the individual for failing to understand and appreciate these texts and authors in particular ways, rather than on the school for failing to value their reading lives within the education context.
In this research, I shift this lens onto readers themselves, the act of reading, and the contexts in which it takes place. It is concerned with young people's development of a ‘reading habitus’; the extent to which they view reading as being ‘for the likes of them’ and their ways of ‘being’ a reader. I explore how young people negotiate the various ways of reading and being a reader they are exposed to as they move between and within fields, in order to develop a sense for themselves of what counts as reading and what it means to be a reader. Although this research is not concerned with academic outcomes, reading for pleasure is a strong predictor of these outcomes. This, in addition to the social and emotional benefits of reading for pleasure, and the important role that identity plays in motivation and engagement, highlights the importance of researching reading identity in cultural and educational contexts which privilege particular types of reader. In order to generate data, 96 young people (aged 13- 14) completed a whole class critical incident charting activity, mapping out their 'reading journeys'. 28 of these then participated in a series of 2 semi-structured interviews. My findings challenge the broader neoliberal agenda in education and its promises of social mobility through access to a culture of which certain young people have been deprived. Placing emphasis on readers and reading rather than on specific texts, acknowledging the role of the social in acts of reading and learning, challenges the dominant model of reading, and the inequalities it maintains. It demonstrates not only the rich reading lives that many of the young people lead outside of school, but how the current deficit model serves to make these lives invisible, not only in education policy and in the classroom, but often to the young people themselves.
10 citations
Cites background from "Learning to Labour: How Working Cla..."
...It is from this period, as Williams (1976) points out, that we can trace the “specialisation of literature to certain kinds of writing [....
[...]
...Like the ‘lads’ in Willis’ (1977) study, he makes a virtue out of necessity, thus maintaining his position in the field of the school, rejecting it just as it rejects him....
[...]
TL;DR: The authors argue that The Wire's celebrated, stereotype-challengaging representations of sex, race, class and gender can be indexed to the audience's yearning for "progressive" representation, and suggest that the investigative "detail" at the heart of the show can be read as an idealized representation of collaborative knowledge production.
Abstract: The Wire’s figuration of the complexity of the relations between the different social structures, institutions and agents that constitute contemporary urban life has been taken as evidence of its ‘sociological’ status. In this article we argue for a more reflexive consideration of the show’s appeal qua model social text. Rather than regarding The Wire as enhancing our understanding of the social, this article acknowledges, and offers a reading of, the show’s appeal to socially liberal audiences. Often cited as evidence of the show’s ‘realism’, we suggest that The Wire’s celebrated, stereotype-challenging representations of sex, race, class and gender can be indexed to its audience’s yearning for ‘progressive’ representation. The Wire, we go on to contend, offers a seductively intelligible vision of social and cultural complexity similarly in concordance with its audience’s desires. Thinking reflexively about why The Wire focuses these desires, we provide a reading of the show as an animation of our own relationship to the tradition of cultural studies. We suggest that the investigative ‘detail’ at the heart of the show – defined by its institutional marginality, interdisciplinarity, methodological innovation, pluralistic staff constituency, and vocational commitment to a complex understanding of the social – can be read as an idealized representation of collaborative knowledge production. We reflect on this analogy as an expression of nostalgia for an earlier moment in the history of cultural studies before the neoliberal onslaught on higher education.
10 citations
TL;DR: In this article, the authors take advantage of the concept of emotional capital to analyse how class is lived out through a critical educational failure by referring to the experiences of 64 community-colle...
Abstract: This paper seeks to take advantage of the concept of emotional capital to analyse how class is lived out through a critical educational failure by referring to the experiences of 64 community-colle...
10 citations
Cites background from "Learning to Labour: How Working Cla..."
...First, working-class students decide not to pursue a bachelor’s degree because they do not have the required habitus or embodied cultural capital (e.g. mentality, orientation, or disposition) to see it as something relevant or within their reach (e.g. Willis 1981; MacLeod 2009; cf. Nash 2003)....
[...]
TL;DR: In this article, the authors explore spaces where energies are mobilized through ongoing generated and created relations, and how spaces where this does not seem possible, tend to trap and thereby limit the person being categorized.
Abstract: What are the possibilities and/or limitations for becoming subjects differenciated from previous categorizations, such as “troublemaker”, to which certain students are subjected? This is the question analyzed in this paper, based on observations of, and narratives and perspectives of, two 15-year-old ethnic minority boys at a school in Denmark. Drawing on the work of Deleuze and Guattari and their concepts of “smooth” and “striated” spaces, I explore spaces where energies are mobilized through ongoing generated and created relations, and how spaces where this does not seem possible, tend to trap and thereby limit the person being categorized. Through the analyses, I will show how repetitive, limiting categorizations in and over time tend to “stick” to the boys being categorized, and how the sticky categorizations obstruct their future possibilities for change and viable lives within the school.
10 citations
Cites methods from "Learning to Labour: How Working Cla..."
...…this way of being together is similar to the way Amir and his friends perform together both at and outside of school (Nolan, 2011; Staunæs, 2009; Willis, 1978), and the fact that Glenn does so in relation to completing a school assignment makes him particularly interesting to Amir, since Amir,…...
[...]
References
More filters
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