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: In this article, the authors examined whether school type (academic versus technical/vocational schools) relates to students' sense of futility and investigated the explanatory value of sense of depression and culture of depression in relation with study involvement and study culture.
Abstract: Starting from the present knowledge society with its social overvaluing of cognition and white‐collar jobs at the expense of manual labour, this article examines whether school type—academic versus technical/vocational schools—relates to students’ sense of futility. It assesses the schools’ culture of futility and investigates the explanatory value of sense of futility and culture of futility in the relation of school type with study involvement and study culture. Multilevel analyses of data from 6,373 students in 44 Flemish schools (2004–2005) show that students in technical/vocational schools share higher feelings of futility, suggesting the existence of cultures of futility. The students’ study involvement relates to their sense of futility. The schools’ futility culture affects the students’ study involvement independent of their sense of futility. Finally, futility culture explains the association between school type and study involvement, and is responsible for less study‐oriented cultures in techni...
74 citations
Cites background from "Learning to Labour: How Working Cla..."
...Finally, sense of futility increases with decreasing SES (confirming Willis (1977)), parental involvement—students who feel supported by their parents are less likely to develop feelings of futility—and GPA primary education....
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..., 1999), age, socioeconomic status (Willis, 1977; Miller, 1980), migrant origin (Miller, 1980; Spradlin et al....
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...At the student level, we take into account sex (Catsambis et al., 1999), age, socioeconomic status (Willis, 1977; Miller, 1980), migrant origin (Miller, 1980; Spradlin et al., 2000) and parental involvement (Trusty & Lampe, 1997; Hong & Ho, 2005)....
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TL;DR: The authors have extensively documented the employment barriers facing immigrants in Canada and paid attention to the employment strategies that immigrants deploy in the host labour market, however, less attention is paid to their employment strategies in Canada.
Abstract: Research has extensively documented the employment barriers facing immigrants in Canada. Less attention is paid to the employment strategies that immigrants deploy in the host labour market. To add...
74 citations
Cites background from "Learning to Labour: How Working Cla..."
...Even without the presence of critical pedagogy, people do exercise agency to shape their own work and learning environment (Willis 1988, Foley 1999, Maitra and Shan 2007)....
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Book•
31 Mar 2010TL;DR: In this paper, the authors argue that many young people know perfectly well where they are but are "stuck" in a "lost generation" and they are anxious to enter employment, repay debts and move on with their lives.
Abstract: The article outlines the main points in my new book with Martin Allen. Published by Continuum in April 2010, it questions whether young people today really are a ‘lost generation’ as they have been called by the media. Or whether ‘new strategies for youth and education’ can bring together student and non-student youth in new forms of learning with their teachers through which the latter could recover their expertise if not their professionalism. This question is critical to the future of Education Studies to which our book sees itself as a contribution. It is addressed to teachers and students alike and builds upon our previous publication Education make you fick, innit? (Tufnell Press 2008). This was developed from an Education Studies core course in education policy. Now we suggest that, rather than being ‘lost,’ many young people know perfectly well where they are but are ‘stuck’. Anxious to enter employment, repay debts and move on with their lives, they are a generation all dressed up but with nowhere to go. Inevitably, amongst the immediate consequences of this will be even more pressure for top grades in examinations to gain HE places with higher fees combined with pressure for shorter, local and more vocational courses. Concomitantly, many young people may begin to believe that education is losing its legitimacy as an agent for moving their lives forward into a meaningful and productive adult world. Hopefully the article can contribute to debate in Educationalfutures on how best to confront this development.
71 citations
TL;DR: This article explored the ways in which a group of young Muslim refugee women in Adelaide, South Australia, draw upon their experiences of playing in a soccer team as a way of establishing and embellishing a particular cultural identity that both affirms and challenges many of the traditions of Islam.
Abstract: This study explores the ways in which a group of young Muslim refugee women in Adelaide, South Australia, draw upon their experiences of playing in a soccer team as a way of establishing and embellishing a particular cultural identity that both affirms and challenges many of the traditions of Islam. Based primarily on qualitative interviews with the players, this study examines some of the ways in which they construct notions of self, sameness and difference as young Muslim women growing up in Australia’s fifth largest capital city. The study is centrally concerned with the ways in which these young refugee women articulate their social identities through the traditions Islam and the resources of western popular culture. As is argued in the following pages, the soccer team provides a unique site through which to explore the politics of identity for young refugee women in contemporary Australia.
70 citations
TL;DR: The authors argued that reflexivity is an important feature of young people's identities, and that reflexive practices articulate classed inequalities under conditions of "structured fragmentation" and argued that young people need to understand contemporary youth inequalities.
Abstract: This paper draws on recent debates about the work of Ulrich Beck to explore the conceptual promise of concepts such as individualisation and reflexivity for understanding contemporary youth inequalities. The aim of the paper was to suggest a theory of reflexivity that views reflexive practices as one of the ways that inequalities operate in modernity. The argument is made in three stages. In the first, debates about the meaning of reflexivity for understanding young people's identities are reviewed, foregrounding suggestions for dialogue and synthesis between the individualisation thesis and the work of Bourdieu. Taking this as a starting point, the paper then reviews changing themes in the literature on young people's identities and the structuring of their biographies amidst conditions of social change, arguing that reflexivity is an important feature of young people's identities, and that reflexive practices articulate classed inequalities under conditions of ‘structured fragmentation’. The paper then ...
70 citations
Cites background from "Learning to Labour: How Working Cla..."
...Perhaps the most paradigmatic and widely cited study examining the relationship between structural inequalities, young people’s identities and their negotiation of the different facets of their lives remains Willis’ (1977) classic analyses of the way that working-class kids in the 1970s got working-class jobs (Dolby and Dimitriadis 2004)....
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...However, as Willis (2004) has observed, his original study took place during the ‘last gasp’ (p....
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...…cited study examining the relationship between structural inequalities, young people’s identities and their negotiation of the different facets of their lives remains Willis’ (1977) classic analyses of the way that working-class kids in the 1970s got working-class jobs (Dolby and Dimitriadis 2004)....
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...extended Willis’ analysis. Brown (1987) criticised Willis’ focus on spectacular,...
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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