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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01 Jan 2010
TL;DR: In this paper, the authors present a survey of the literature on how and why young people can or should be consulted in Creative Partnerships and how to go about it in a way that unleashes their creativity and generates genuine dialogue and collaboration.
Abstract: (From the Foreword by series editors)
This literature review highlights why young learners should be listened to, and explains how to go about it to generate genuine dialogue and collaboration. It was originally published in 2007, by the Creative Partnerships team at Arts Council England. The programme and team have since been transferred to a new organisation, Creativity, Culture and Education (CCE) and, the report is now being republished in the new CCE format.
In this second edition, Sara Bragg has taken the opportunity to update some of the details and references from the first edition including adding examples from her more recent research with the Open University into youth voice work in Creative Partnerships (Bragg, Manchester and Faulkner, 2009).
This review surveys the literature analysing how and why young people can or should be consulted. It is especially relevant to the broader ambitions of CCE because consulting young people and encouraging their participation is important to our work. We need to hear young people’s views about what we do, and we need to find ways to draw on their creativity and insights, to maintain our programmes’ dynamism and sustainability. However, this will not just happen – it needs to be thought about and structured carefully to ensure that we listen to a range of voices, not just the loudest, or those that fit our own existing agendas. The methods and methodologies for consulting with, and gathering the views of, young people are surveyed in this report. Its main message is that consulting young people is not a simple or straightforward process and that we need to consider carefully how best to learn about and interpret their views and opinions. We hope that the report will be useful for those interested in consulting young people. Above all, we believe this report highlights some of the reasons why young learners should be listened to, and explains how to go about it in a way that unleashes their creativity and generates genuine dialogue and collaboration.
44 citations
TL;DR: In this article, the importance of youth cultural styles for the development of civic competencies is discussed, and it can be shown that particular youth culture styles provide space for the analysis of current social and political problems and provide chances for young people to take political action.
Abstract: Research on the political socialization of the young currently focuses on the following life spheres: family, school, media, service institutions, socio-structural and socio-economic conditions. Studies mainly rely on standardized methods, for example, reports on elections or youth surveys on political culture. Just as the voices of adolescents are not heeded, youth culture as youth-specific styles of music, symbols and values is only rarely taken into account by the current research on political socialization. Based on quantitative and qualitative methods, this article outlines the importance of youth cultural styles for the development of civic competencies. In the case of Germany it can be shown that particular youth cultural styles provide space for the analysis of current social and political problems and provide chances for young people to take political action
44 citations
TL;DR: In this paper, the authors describe and analyse the history of these discourses in Finland since the 1970s, with contextualisations to the international and European equality politics, using the ideas of multi-sited ethnography and auto-ethnography.
Abstract: Background: In educational policies, two discourses on gender have existed since the 1980s. I call them the ‘gender equality discourse’ and the ‘boy discourse’. The gender equality discourse in education is based on international and national declarations and plans, and is focused predominantly on the position of girls and women. The boy discourse, which has gained popularity through the media, draws on the gender gap in school achievement, attainment and behaviour.Purpose: The purpose of the article is to describe and analyse the history of these discourses in Finland since the 1970s, with contextualisations to the international and European equality politics.Sources of evidence: The analysis is based on international and Finnish policy documents, earlier ethnographic research and the author’s own experiences as an activist in the field of research, administration and teaching in gender and education. Methodologically, the article uses the ideas of multi-sited ethnography and auto-ethnography.Main argume...
44 citations
Cites background from "Learning to Labour: How Working Cla..."
...If ‘healthy idleness’ (Cohen 1998) is valued by school authorities and ‘laddiness’ (e.g. Willis 1977) is respected in informal boys’ cultures at school, then it is not difficult to understand why some boys are underachievers....
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TL;DR: This article explored the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School, and highlighted the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or "critical" incident.
Abstract: This paper draws upon research undertaken for the Outdoor Pedagogies project and explores the processes of teaching and learning at one outdoor residential education centre with children and staff from ‘Oliver’ Primary School. Data were collected through ethnographic research and include participant observation, interviews with teachers and centre staff and group interviews with pupils. Whilst the interviewed children reflected positively on the experience, we highlight the importance of the teachers' interaction with the children in providing for democratic, shared positive learning through the presentation of an extreme or ‘critical’ incident. We raise the issue of professional development for school teachers working with primary school children in outdoor, residential situations.
44 citations
Cites background or methods from "Learning to Labour: How Working Cla..."
...The research process and philosophical underpinnings were interpretative through adopting a broad ethnographic approach, which was considered to be sensitive and sufficiently complex in order to allow for a holistic understanding of the social phenomena explored (Davies 1984; Fetterman 1989; Griffin 1985; Willis 1977)....
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...…and philosophical underpinnings were interpretative through adopting a broad ethnographic approach, which was considered to be sensitive and sufficiently complex in order to allow for a holistic understanding of the social phenomena explored (Davies 1984; Fetterman 1989; Griffin 1985; Willis 1977)....
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TL;DR: The authors argue that the uncritical promotion of values of enterprise and entrepreneurship through approaches that lead to greater 'frontline' business involvement in schools, helping to normalize free market values and 'neoliberal commonplaces' is an aspect of a "neoliberal pedagogy".
Abstract: New Labour came to power with a stated commitment to 'education, education, education' and confirmed quickly that this commitment included a greater role for business in the modernization of state schools. One important, yet under-researched, element of direct business involvement is in school pupils' personal and academic development evident in the increasingly pervasive embedding of rhetoric and practices of 'enterprising education'. This paper argues that this is an aspect of a 'neoliberal pedagogy'. It explores the uncritical promotion of values of enterprise and entrepreneurship through approaches that lead to greater 'frontline' business involvement in schools, helping to normalize free market values and 'neoliberal commonplaces'. These promote a particular perspective on the relationships between education, the labour market, the economy and social justice characteristic of New Labour/Third Way approaches not incompatible with that of the Conservative-Liberal Democrat coalition, nor the current rhetoric and policies of the SNP administration in Scotland. Thus, despite elements of residual national distinctiveness, 'enterprising education' and the promotion of business values 'on the ground' is a problematic, yet increasingly core function of state education in developing the ideological apparatus of neoliberalism across the UK.
44 citations
Cites background from "Learning to Labour: How Working Cla..."
...Whilst this is connected, as before, with the provision of a ready supply of labour (Willis, 1977), in the past, outside of ‘work experience’ programmes, this occurred at a relative distance....
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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