Learning to Labour: How Working Class Kids Get Working Class Jobs

doi:10.6570/PSQBR.2011.32.2

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Learning to Labour: How Working Class Kids Get Working Class Jobs

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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Journal Article•DOI•

Exploring how social capital works for children who have experienced school turbulence: What is the role of friendship and trust for children in poverty?

[...]

Ceri Brown¹•Institutions (1)

University of Bath¹

07 Dec 2012-International Studies in Sociology of Education

TL;DR: In this paper, the role of friendship in the construction of social capital within schools for students in poverty is examined through the lens of students who have experienced turbulence, which refers to a type of pupil mobility between schools, understood as when a child enters or leaves school at a non-standard time.

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Abstract: This paper is concerned with the role of friendship in the construction of social capital within schools for students in poverty. It undertakes an analysis of friendship through the lens of students who have experienced turbulence. ‘Turbulence’ refers to a type of pupil mobility between schools (not to be confused with social mobility) understood as when a child enters or leaves school at a non-standard time. An examination of the ways in which ‘turbulent’ children seek to make friendships provides an opportunity to consider the ways in which different types of friendships affect the construction of social capital in school. This paper examines these processes for six ‘turbulent’ children from low-income families, and explores the different orientations to the construction of social capital between these children and their non-‘turbulent’ friends. This study extends our understanding of the role of friendship in the construction of social capital and may help to develop an agenda for considering the impor...

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10 citations

Cites background from "Learning to Labour: How Working Cla..."

...These included: the hard-workers; ‘ear-oles’ (Willis 1977), ‘Cyrils’ (Kessler et al....
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...1985), ‘footballers’ (Walker 1988), ‘Cool guys’ (Connell 1989) and ‘Macho lads’ (Mac an Ghaill 1994); and the unpopular nonconformers; ‘Lads’ (Willis 1977) and ‘Wimps’ (Connell 1989)....
[...]
...These included: the hard-workers; ‘ear-oles’ (Willis 1977), ‘Cyrils’ (Kessler et al. 1985), ‘swots’ (Connell 1989) and ‘academic achievers’ (Mac an Ghaill 1994); the sporty and popular: ‘bloods’ (Kessler et al. 1985), ‘footballers’ (Walker 1988), ‘Cool guys’ (Connell 1989) and ‘Macho lads’ (Mac an Ghaill 1994); and the unpopular nonconformers; ‘Lads’ (Willis 1977) and ‘Wimps’ (Connell 1989)....
[...]
...…(Connell 1989) and ‘academic achievers’ (Mac an Ghaill 1994); the sporty and popular: ‘bloods’ (Kessler et al. 1985), ‘footballers’ (Walker 1988), ‘Cool guys’ (Connell 1989) and ‘Macho lads’ (Mac an Ghaill 1994); and the unpopular nonconformers; ‘Lads’ (Willis 1977) and ‘Wimps’ (Connell 1989)....
[...]
...These included: the hard-workers; ‘ear-oles’ (Willis 1977), ‘Cyrils’ (Kessler et al. 1985), ‘swots’ (Connell 1989) and ‘academic achievers’ (Mac an Ghaill 1994); the sporty and popular: ‘bloods’ (Kessler et al. 1985), ‘footballers’ (Walker 1988), ‘Cool guys’ (Connell 1989) and ‘Macho lads’ (Mac an…...
[...]

Journal Article•DOI•

Intersectionality, diversity, community and inclusion: untangling the knots

[...]

Gary Thomas¹, Natasha Macnab¹•Institutions (1)

University of Birmingham¹

22 Jul 2019-International Journal of Inclusive Education

TL;DR: An analysis of contemporary notions of inclusion and their provenance in developing thought about difference in education, with a particular focus on the role of community in promotin... as discussed by the authors, has been conducted.

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Abstract: An analysis was conducted of contemporary notions of inclusion and their provenance in developing thought about difference in education, with a particular focus on the role of community in promotin...

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10 citations

Cites background from "Learning to Labour: How Working Cla..."

...juveniles’ ‘delinquent’ acts, and Willis (1977), in his classic Learning to Labour, showed how a form of counter-school community, while providing the security of bonding at school, became ultimately counter-productive, leading working-class students into subor-...
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...…in the analyses of Cohen (1955) and Matza (1964), who looked to status, comparison and identity to account for juveniles’ ‘delinquent’ acts, and Willis (1977), in his classic Learning to Labour, showed how a form of counter-school community, while providing the security of bonding at…...
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Dissertation•

How to do Grindr :sensory, visceral and haptic geographies of men who use Grindr in Newcastle-upon-Tyne

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Carl Bonner-Thompson

01 Jan 2018

TL;DR: In this article, the authors explore how Grindr mediates the everyday lives of the men who use it in Newcastle-upon-Tyne, England, UK, and explore how sexualities and masculinities emerge in and through multiple bodies, objects and places.

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Abstract: This thesis explores how Grindr – a location-based dating app used mainly by men – mediates the everyday lives of the men who use it in Newcastle-upon-Tyne, England, UK. I take a feminist corporeal approach that aligns with assemblage thinking, enabling an exploration of how sexualities and masculinities emerge in and through multiple bodies, objects and places. I explore Grindr as a digital screen, space and technology. I focus on emotional, sensory, visceral and haptic experiences of Grindr. The thesis is based on analysis of 30 semi-structured interviews and four participant research diaries with men who use Grindr living in Newcastle-upon-Tyne. I focus on the ways discourses of gender and sexuality work to shape the lives of men who use Grindr, and how they emerge differently through digitally mediated lives. I argue that using Grindr has the capacity –in work to disorientate and reorientate users in their everyday spaces and places, shaping the ways men perform and embody gender and sexuality differently. Different men are learning how to do Grindr in different ways. There are multiple ways that gender, sexuality and bodies emerge through Grindr. Therefore, there are different bodily and spatial disorientations and reorientations. Exploring the ways the body feels, I bring feminist corporeal scholarship in conversation with geographies of sexualities and digital geographies. I attend to calls for materially grounded studies of the digital, highlighting the complex entanglements of flesh, skin, screens, emotions, desires, and discourses. I explore how geographic concepts such as public/private, home, mobility, sexual citizenship and proximity and distance are being reorientated as bodies become entangled with digital technologies. I conclude by suggesting three ways that future research can enhance understandings of the ways the digital is (re)shaping everyday spaces, places and bodies.

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10 citations

Cites background from "Learning to Labour: How Working Cla..."

...Therefore they may be enabled to perform different versions of masculinities in comparison to traditional working class ones (Willis, 1977). Flood (2013) also highlights that when participants spoke about particular encounters with women, they...
[...]
...Willis (1977) and Mac an Ghaill (1994) provided some of the initial work on men and masculinities....
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...school into ‘hard’ labour intensive work, young working class men often find it difficult to construct masculine identities (Willis, 1977; McDowell, 2003; Nayak, 2003b; 2006)....
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...Unable to transition from school into ‘hard’ labour intensive work, young working class men often find it difficult to construct masculine identities (Willis, 1977; McDowell, 2003; Nayak, 2003b; 2006)....
[...]
...Therefore they may be enabled to perform different versions of masculinities in comparison to traditional working class ones (Willis, 1977)....
[...]

Journal Article•DOI•

Sport, Girls, Trouble and Humour: Black and Indian Boys Negotiating Gender, Race and Class in a Formerly White Single Sex School in South Africa

[...]

Rob Pattman¹, Deevia Bhana¹•Institutions (1)

University of KwaZulu-Natal¹

01 Jan 2010-Journal of Psychology in Africa

TL;DR: Bhana and Pattman as discussed by the authors conducted an interview study with grade 11 (16-17 year old) boys attending different kinds of public schools in the Durban, South Africa.

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Abstract: This article reports on an interview study conducted by Deevia Bhana and Rob Pattman of Grade 11 (16–17 year old) boys attending different kinds of public schools in the Durban, South Africa. It in...

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10 citations

Cites background from "Learning to Labour: How Working Cla..."

...Willis, 1977; Kehily and Nayak, 2006; Frosh et al., 2002; Pattman, 2001; and Pattman, 2006) contributing to the maintenance of gender boundaries....
[...]
...Informed by these views, school based studies have suggested that particular sports (eg., Morrell, 1995; and Bhana, 2008, in South Africa; and Frosh et al., 2002 in the UK) joking and teasing, (eg., Nayak & Kehily, 2001; Frosh et al., 2002; and Willis, 1977 in the UK) naughtiness and fighting (eg....
[...]

Dissertation•

Education and employment: transitional experiences in Nepal

[...]

Shrochis Karki

01 Jan 2014

TL;DR: In this article, a multi-sited, inter-generational analysis was carried out to investigate the aspirations, expectations, and experiences of young people based on ethnographic and participatory fieldwork in a village and a school.

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Abstract: This thesis explores the relationship between education and employment, particularly as it affects the socio-economic mobility of people from poor and marginalized communities in Nepal I carry out a multi-sited, inter-generational analysis to investigate the aspirations, expectations, and experiences of young people Based on ethnographic and participatory fieldwork in a village and a school in the outskirts of Lalitpur in 2012, this research grows organically to provide a detailed review of current schooling practices and their employment as well as wider implications in Nepal Theoretically, this thesis investigates the experiences of the marginalized in terms of the relevance, level, and quality of their education I examine the role of education as a socializing institution as well as its characteristics as a social and a positional good I assess the outcomes of their education through internal measures (such as exam scores and pass rates) but also extend the analysis to include external ones (such as job opportunities and life trajectories) I focus on the deterministic life-stages model of transition to challenge the expectation that children go to school, acquire skills, obtain jobs, and become 'adults' People have historically placed high hopes on education, but the potential for socio-economic mobility for the poor and marginalized are limited by the failures of the school system, sustained challenges to higher education access, limited relevance of education to employment opportunities, and continued prominence of social and cultural capital to secure jobs Yet, their educational engagement has provided some benefits even as their expectations for gainful employment have not been met Schooling has become an integral part of childhood, but foreign migration is emerging as a prominent alternative avenue for the aspirant youth Further, the distinctions between children and adults are also blurred as students balance their transitions between school, work, and home to succeed within the system

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10 citations

Cites background from "Learning to Labour: How Working Cla..."

...Paul Willis (1977) famously argued that workingclass boys in England define their identity in direct opposition to the school system....
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References

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Book Chapter•DOI•

Communities of Practice and Social Learning Systems: the Career of a Concept

[...]

Etienne Wenger

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.

...read moreread less

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.

...read moreread less

1,082 citations

Book•

Punished: Policing the Lives of Black and Latino Boys

[...]

Victor M. Rios

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.

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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

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909 citations

Journal Article•DOI•

Learning to Be Illegal: Undocumented Youth and Shifting Legal Contexts in the Transition to Adulthood

[...]

Roberto G. Gonzales¹•Institutions (1)

University of Chicago¹

01 Aug 2011-American Sociological Review

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...

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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 ...

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663 citations

Journal Article•DOI•

New Conceptual Frameworks for Student Engagement Research, Policy, and Practice

[...]

Michael A. Lawson¹, Hal A. Lawson²•Institutions (2)

Binghamton University¹, University at Albany, SUNY²

01 Sep 2013-Review of Educational Research

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.

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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.

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528 citations

Journal Article•DOI•

The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth

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Carola Suárez-Orozco¹, Allyson Pimentel¹, Margary Martin¹•Institutions (1)

New York University¹

01 Mar 2009-Teachers College Record

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.

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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

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356 citations