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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02 Feb 2017
TL;DR: Bailey et al. as discussed by the authors studied the relationship between social locations, class, gender and young people's consumption of alcohol in a digital world and found that social locations were associated with social media, alcohol, social media and cultures of intoxication.
Abstract: This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. Published version BAILEY, Lin and GRIFFIN, Christine (2017). Social locations: class, gender and young people’s alcohol consumption in a digital world. In: LYONS, Antonia C, MCCREANOR, Tim, GOODWIN, Ian and MOEWAKA BARNES, Helen, (eds.) Youth drinking cultures in a digital world : alcohol, social media and cultures of intoxication. Routledge Studies in Public Health . Oxon, Routledge, 31-48.
8 citations
Cites background from "Learning to Labour: How Working Cla..."
...Youth researchers have drawn on theorists from Marx to Bourdieu to argue that young peoples’ lived experiences and cultural practices in many national contexts are shaped by social class, framing their access to both economic and cultural resources (Willis, 1977; Reay, 1998; McCulloch et al., 2006)....
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TL;DR: Cultural studies took hold in the USA in the context of politics fronted by youth, multi-racial, and gender movements that emerged in the wake of the much larger Civil Rights Movement of the 1960s as mentioned in this paper.
Abstract: Cultural studies took hold in the USA in the context of politics fronted by youth, multi-racial, and gender movements that emerged in the wake of the much larger Civil Rights Movement of the 1960s. With a full-blown academic legitimation crisis well under way, cultural studies resonated strongly with social struggles that shaped both its reception as well as its capacity to augment new intellectual academic formations. Retrieving the historical nexus questions views that treat and limit British cultural studies to being mainly an intellectual import-export phenomenon. The overlooked historical nexus fosters trivialization anad caricature of cultural studies’ incorporation in the American academia, resulting in both conservative antipathy and left disappointments feeding into the common binary narratives of the ‘failure’ of cultural studies for being too Marxist and not Marxist enough. Restoring the historical nexus underscores the value of cultural formations and projects Williams proposed, while cautioni...
8 citations
01 Jan 2016
TL;DR: The health of adolescent boys is complex and surprisingly little is known about how adolescent boys perceive, conceptualise and experience their health.
Abstract: The health of adolescent boys is complex and surprisingly little is known about how adolescent boys perceive, conceptualise and experience their health. Thus, the overall aim of this thesis was to ...
8 citations
Cites background from "Learning to Labour: How Working Cla..."
...Paul Willis (1977) showed in his classical study how working class boys developed a rebellious subculture of their own by smoking, drinking and being contemptuous against middle-class kids and against the school system....
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TL;DR: In this article, the focus in the National Education Policy 2009 is clearly on the equity in education for all the different segments and sub-groups of the society, and the focus on employability of education was also documented in the policy.
Abstract: Education has its roots deep in the society as education has many bases and society is one of the important bases of education. Education having social foundations adds value to the society in return. The market value of education and its output in the form of intellectual capital pay back to the society. Equity and equality in education are the two terms pertinent in connection with the society. The provisions like right to education and free education for all in the constitution of Pakistan claim to serve the purpose of social justice, equality and equity in education. With lots of influx of foreign aid in our education system at all levels, we still have a marathon distance to achieve the set goals. Of late there have been serious developments in the educational policies of Pakistan regarding education for all. The focus in the National Education Policy 2009 is clearly on the equity in education for all the different segments and sub-groups of the society. The focus on employability of education was also documented in the policy. Social justice and equity is a topic of research of worldwide interest. Kohli (2005) envisioned social justice education as a form of empowerment, in which issues of equity were addressed overwhelmingly. Bell (1997) explained education for social justice and equity as both a process and a goal. Willis (1977) and Fagan (1995) described how an educational system that reproduces the inequalities of society, and replicates its class system, contributes to the problem of dropouts. There have been studies that contribute toward the social justice and equity by emphasizing that individual entities of each group is essential for justice (see Berlin, 1997; Kristeva, 2002). Whereas Bernstein (2000) talks about the hurdles that minority groups and people from other vicinities experience in trying to gain acceptance in educational institutions. Stressing the role of leadership in social justice and equity, Hytten (2006) pointed out, “While there have always been educators calling for a social justice approach toward education, this vision has never been a dominant one” (Hytten, 2006, p. 224). Numerous studies focusing on educational leadership for social justice such as (Brown, 2004; Cambron-McCabe & McCarthy, 2005; Marshall 2004; Reihl, 2000) expressed the role of leadership for making social justice and equity in educational institutions. Basically a social justice framework not only identifies but also challenges the societal structures that spread discrimination, prejudice and classism (Carr, 2007; Cochran-Smith, 2008). Talking about the theoretical orientations of social justice Mthethwa-Sommers (2014) reported critical theory, multicultural education theory, postmodern theory, and post-structural theory. Talking about his personal experience of school education and social justice Ali (2014) expressed that the core concern of social justice is to ensure wellbeing of the individual as well as collectively. He further emphasized that justice is possible when equity is ensured. Education in Pakistan is not offering equality and equity for all segments. There is social class divide system in our society. It is a vicious cycle: society produces class system; and educational system further nourishes class system. There is separate education for separate classes according to their standard of living they opt their preferred education type. For instance, there is public sector education for the non-affording, then there is private sector education and in private sector education there is further categorization of middle class, upper class, and elite class. All these classes can take the type of education they like. As a result, this education system further creates a gap in the society. Another disturbing fact about the education system of Pakistan is the rural-urban divide which reflects in its education system. The data published by Annual Status of Education Report (ASER) illustrating out of school children ranging from 6 years to 16 years in the rural areas of Pakistan, reported 8% girls and 7% boys to be out of school (not enrolled in schools) from the rural Punjab (largest province of Pakistan) for the year 2015, which is constant at this rate since 2014 (ASER, 2015). A report published for UNESCO termed as Policy Analysis of Education in Punjab Province highlighted the gap in the intended justice and equity in education and the ground realities. It showed that not every member of the society has easy access to higher education. In terms of access there are issues of infrastructure inadequacies in the existing post-graduate colleges and universities. Promoting Social Justice and Equity through University Education in Pakistan
8 citations
Cites background from "Learning to Labour: How Working Cla..."
...Willis (1977) and Fagan (1995) described how an educational system that reproduces the inequalities of society, and replicates its class system, contributes to the problem of dropouts....
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29 May 2019
TL;DR: In this article, it is argued that for adult literacy to be translated into an effective policy, it should be fought for as an emancipatory ideological construct integrated into the Mass Democratic Movement's political theories.
Abstract: This thesis provides a possible solution to the problem of illiteracy among black South Africans. It is argued that for adult literacy to be translated into an effective policy, it should be fought for as an emancipatory ideological construct integrated into the Mass Democratic Movement's political theories. The arguments leading to such a recommendation are based on an analysis of the state's character as illuminated by its orientation to policy formation in relation to blacks. Through an analysis of the formal education system and literacy provision for blacks, it is argued that illiteracy is reproduced as a characteristic of the black working class. Thus, literacy is identified as a vehicle that could provide adults with access to different forms of education in order to transcend political, social and economic subjugation, and to participate in the reconstruction of South Africa to a
8 citations
Cites background from "Learning to Labour: How Working Cla..."
...Within the last two decades critical theorists38 like Paul Willis (1977) began to emphasise the active production of English class culture which includes culturally specific resistance - within the overall dynamic of social and economic production....
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...Paulo Freire has developed this methodology in literacy programs in Brazil....
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...These projects base literacy work on the methodology developed by the Brazilian educator, Paulo Freire....
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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