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: The authors describes what it looked like when a grassroots, Community Based Organization (CBO) dedicated to speaking back to this dominant discourse partnered with an urban public school system to simultaneously help families leave poverty and improve the academic success of their children.
Abstract: Even before withstanding one of the most devastating economic crises in American history, families living in poverty have battled a dominant discourse that labels them as lacking personal responsibility, initiative, and the ability to make “good” choices. This discourse is reflected in the parent-involvement mandates of the No Child Left Behind Act, where parents living in poverty are expected to sign contracts promising to take a more active role in the education of their children. This study describes what it looked like when a grassroots, Community Based Organization (CBO) dedicated to speaking back to this dominant discourse partnered with an urban public school system to simultaneously help families leave poverty and improve the academic success of their children. This paper illustrates what it looks like when families living in poverty speak back to the dominant discourse, seek validation for their non-dominant discourses, and enter a potentially liberating Third Space between.
6 citations
Cites background from "Learning to Labour: How Working Cla..."
...…inequality and reproduce the existing social structure by failing to address and often masking the deeper systemic causes of inequality, the WPSS represented one of the institutional structures that liberating models like COS seek to change (Bourdieu, 1996; Brantlinger, 2003; Willis, 1977)....
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...Because public school systems often perpetuate inequality and reproduce the existing social structure by failing to address and often masking the deeper systemic causes of inequality, the WPSS represented one of the institutional structures that liberating models like COS seek to change (Bourdieu, 1996; Brantlinger, 2003; Willis, 1977)....
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Dissertation•
01 Dec 2018
TL;DR: In this paper, the authors used a critical ethnographic approach influenced by Feminist Standpoint Theory (FST) to study the use and behaviour of students in academic libraries, and found that the library is both inclusive and exclusive via behaviours of its users, through space design, and through staff interpretations of use.
Abstract: User behaviour in academic library spaces is an under researched topic in the UK, and that research which has been undertaken is predominantly based on quantitative research. There is still little understanding of use or behaviours that manifest within Higher Education (HE) library spaces, or of the way staff interpret use and behaviours. There is also little discussion of how much the design of the library influences use and behaviour, thus whether or not the library spaces are inclusive of a broad range of users. This thesis represents qualitative research addressing this gap.
Using a critical ethnographic based approach influenced by Feminist Standpoint Theory, observations and semi-structured interviews were carried out at two HE institutions across a period of two academic years over 2013-14 and 2014-15. The overarching research aim was to discover whether academic libraries provide a supportive and inclusive learning environment. This led to the following research questions:
How do students behave in and use academic libraries?
- What do students do when they visit the library?
- How do students interact with each other when they are in the library? Do they support or disrupt each other’s’ activities?
- How do students interact with staff in the library? When in a study space, do students interact with staff to gain support/guidance in their library use, or are staff members seen primarily as rule enforcers?
What impact does design have on use and perceptions of use?
- When students use academic library spaces, does the design of the space help or hinder their chosen use?
- Do students conform to the intended purpose of a space? If not, is the non-conformity of benefit or problematic to other users?
How do staff understand and interpret the way students use the spaces in the library, and do they try to modify student behaviour as a result of that interpretation of use? Does modification of behaviour impact on:
- The student-staff relationship (will students refer to staff for help or feel discouraged from doing so?)
- The ways students use or situate themselves in spaces (is their use modified to match staff requirements or does it differ from staff expectations? Does modification of behaviour by staff impede the levels of students’ productivity and learning?)
Do differing perceptions of appropriate use create inequalities between students, and between students and staff?
Addressing the research aim and these questions offers a better understanding of how academic libraries can be used and,in some cases,manipulated to the benefit and detriment of different library users. Thematic analysis (Braun & Clarke, 2006)was used to draw out themes of patterns of use (groups and individual) and how they could be gendered in representation of power over other users and the space itself.Themes also indicated discrimination.
There are a number of key findings from the research. There are several groups of people for whom the library is important or essential: in particular, people who attend university under the Widening Participation bracket, including mature students (usually female) returning to studying,need library space and technology because of lack of resources at home. The spaces studied are designed to be supportive of a number of study activities, but often also encouraged or allowed exclusive disruptive behaviours to manifest. There are incidents of some staff racializing behaviour at one institute in the study, whether consciously/intentionally or not, primarily influenced by problematic behaviours regularly requiring policing. Staff interpretations of larger group use (i.e. more than six to seven group members) in the library were also racialized. I conclude that the library is both inclusive and exclusive via behaviours of its users, through space design, and through staff interpretations of use.
6 citations
01 Jan 2015
TL;DR: Autobiographical life-writing as literary métissage about cool through stories grounded in auto-ethnographic reflection as a|r|t|ographer as discussed by the authors is an act of literary sharing.
Abstract: Autobiographical life-writing as literary métissage about cool through stories grounded in auto-ethnographic reflection as a|r|t|ographer. An act of literary sharing. A past to present summed up as parts, as portraits or vignettes, building towards an attempted understanding of cool. Introspective reflection on cool supported by photographs, drawing, paintings, and poetry. A consideration of Franco Ontarian minority language secondary school population adolescent conceptions and notions of cool (Drolet et al, 2009). An inquiry into cool presented as a bioecological album (Urie Bronfenbrenner, 1979, 1994). A life-long journey from developing childhood cool to middle school cachet cool to high school contrarian cool to old school cool. Childhood to contrarian to cachet to Bieber’d [fucked] to adult cool. Historical cool. What is cool? Thesis Advisor: Professor Raymond Leblanc Committee Members: Professor Cynthia Morawski Professor Patricia Palulis
6 citations
TL;DR: In this paper, an ethnographic approach was used to explore how students at the Malta College of Arts, Science and Technology (MCAST), a post-secondary vocational college in Malta, further enable themselves to progress through a programme of studies by interacting at the college canteen.
Abstract: Much has been written about the style of lecturing that is adopted by lecturers in institutions of further and higher education. However, little has been written about interactions that take place in the informal settings of college and university campuses. Using an ethnographic approach, this paper presents an exploration of how students at the Malta College of Arts, Science and Technology (MCAST), a post-secondary vocational college in Malta, further enable themselves to progress through a programme of studies by interacting at the college canteen. By employing an ethnographic methodology, based on participant-observation and unstructured spontaneous interviewing, the study explores, in a holistic way, different ways that students at MCAST experience student life and use the canteen as a space to give added meaning to the time they spend in this educational setting.
6 citations
Cites background from "Learning to Labour: How Working Cla..."
...On another level, however, these young people are also unknowingly propagating a ‘hidden curriculum’ (Bowles and Gintis 1976; Willis 1977) that favours English-speaking students over Maltese-speaking students, since if assignments are presented (and submitted by the students) in English, one can…...
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Dissertation•
01 Apr 2019
TL;DR: In this article, a qualitative investigation of selective UK independent hyperlocal publishers is presented, focusing on how independent publishers, operating on the margins of the local news ecosystem, have retrieved and repurposed aspects of the mainstream and put them to good use; frequently reinventing working practices discarded by the parent culture.
Abstract: This thesis adopts a little used subcultural lens for a qualitative investigation of selective UK independent hyperlocal publishers. Drawing on the biographical tradition of Robert Park of the Chicago School and the subsequent work on subcultures, it gives voice to 27 independent operators whose narrative of their everyday publishing activities evidences a variety of themes.
These include the emergence of independent hyperlocal publishing as a result of a crisis in mainstream local newspapers. This crisis was the result of a combination of factors: the disruption of the internet, centralisation strategies which distanced local newspapers from communities and finally the effects of the economic downturn. The thesis considers how independent publishers, operating on the margins of the local news ecosystem, have retrieved and repurposed aspects of the mainstream and put them to good use; frequently reinventing working practices discarded by the ‘parent culture’.
Changes to the research field during the study period are also included to show a sector both organising and professionalising itself, while re-negotiating its relationship with mainstream organisations. This is in line with the notion that subcultures can ‘travel’ (Hebdige, 2014: 9) as they evolve. To contextualise narratives, three further interviews were included with representatives of philanthropic organisations which have helped independent publishing gain a foothold in the local news ecosystem.
The thesis includes a high degree of autobiographical inscription by acknowledging the journalistic background of the author. The overall research strategy is a subjective, inductive approach based on the feminist tradition of open-ended, one-to-one interviews. The methodological approach is Grounded theory (Glaser and Strauss, 1967; Corbin and Strauss, 2015; Birks and Mills, 2015).
6 citations
Cites background from "Learning to Labour: How Working Cla..."
...They cite CCCS researcher Paul Willis’ ethnographic study of working class adolescent boys (Willis, 1977) as potentially flawed because he: ‘treats them more or less as spokesmen for the working class’ (Hammersley and Atkinson, 2007: 88)....
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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