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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TL;DR: This paper reviewed the contribution of philosophical pragmatism, critical social theory, phenomenology, and expressivism of J. G. Herder to critical qualitative research, and assessed the extent to which Carspecken successfully integrates these in order to create a coherent theoretical foundation for research.
Abstract: This paper builds on the authors' earlier introduction to Carspecken's highly theorized 'critical qualitative research' methodology, also referred to as 'critical ethnography', and reviews its diverse theoretical origins. In particular, it briefly reviews the contribution of philosophical pragmatism, critical social theory, phenomenology, and the expressivism of J. G. Herder. It goes on to describe and assess the extent to which Carspecken successfully integrates these in order to create a coherent theoretical foundation for research, and outlines the virtues and weaknesses that characterise his methodology. Through an appeal to pragmatic philosophy, Carspecken sets aside the host of theoretical problems raised by his eclecticism, and for researchers similarly unmoved by theoretical anomalies and contradictions, his methodology offers a potentially productive, flexible approach to critical ethnographic research.
7 citations
Cites background from "Learning to Labour: How Working Cla..."
...it brought together the work of Willis (1977) and...
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...Firstly, it brought together the work of Willis (1977) and the Centre for Contemporary Cultural Studies at Birmingham, particularly on the conditions of action....
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TL;DR: In the context of precarious post-Fordist urban labour markets, Dress for Success in the Netherlands as mentioned in this paper provides dress advice to a majority of the workers in the Dutch labour market.
Abstract: In the context of precarious post-Fordist urban labour markets, Dress for Success in the Netherlands, a non-profit working in the context of the welfare state, provides dress advice to a majority o...
7 citations
01 Jan 2016
TL;DR: A partir de donnees qualitative issues d'une annee d'observation dans des etablissements scolaires du secondaire genevois, cet article met en dialogue the notion de carriere, and le concept de place as discussed by the authors.
Abstract: A partir de donnees qualitatives issues d’une annee d’observation dans des etablissements scolaires du secondaire genevois, cet article met en dialogue la notion de carriere, et le concept de place. Il postule que pour trouver sa place sur le marche des sociabilites et y faire carriere, le jeune doit apprendre les codes culturels adequats, un apprentissage qui passe par la maitrise de sa propre spatialite et la conscientisation de celle des autres pendant les temps de pause. Cette lutte pour les places entre groupes sociaux est d’autant plus accrue et complexe dans un contexte scolaire heterogene et plus contraignante pour les filles.
7 citations
Cites background from "Learning to Labour: How Working Cla..."
...…truc par terre, ils commencent à jouer au foot » G11e LS), évoquent les habitus des enfants de la classe ouvrière inscrits dans une culture de résistance selon Willis (1977) et celle de la culture de rue qui organise selon Escofet les phénomènes contemporains de socialisation horizontale (2011) 8....
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Dissertation•
05 Nov 2012
7 citations
16 Feb 2009
TL;DR: In this article, the authors argue for an engagement with, and analysis of folkloric expression through the concept and cultural practices of communicative action and argue that the capacities of folklore as popular culture serve to renew and impel folklore studies for traction and relevance in analytic encounters with contemporary media, culture, and society.
Abstract: This work argues for an engagement with, and analysis of folkloric expression through the concept and cultural practices of communicative action. The article is motivated by a critical need to situate folklore within dynamic and compelling currents of popular culture. It is suggested that the capacities of folklore as popular culture serve to renew and impel folklore studies for traction and relevance in analytic encounters with contemporary media, culture, and society. Foundational concepts and theoretical trajectories in folklore and communication are detailed, challenged and revised with a view to capturing the substance and significance of folklore in cultural terms. The analysis presented is premised on the notion that there is a decisive intersection of the concepts and practices of folklore and popular culture to the extent that definitional boundaries between them are imprecise and unsustainable. The analysis explores how folklore as popular culture socially articulates, negotiates and asserts meaning in codes, practices, knowledge, spaces and expressive strategies in contemporary cultural conditions and environments.
7 citations
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