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: The authors examines how the discursive struggles over the constituents of the financial crisis in Greece are policed by mainstream domestic media, in favour of the hegemonic interpretations of the crisis.
Abstract: This study examines how the discursive struggles over the constituents of the financial crisis in Greece are policed by mainstream domestic media, in favour of the hegemonic interpretations of the crisis. The study focuses in particular on the discursive mechanisms the Greek press employed to legitimate the bailout agreements Greece signed with the troika. The analysis points to the discursive mechanisms of naturalisation and objectivation that empower the reconstruction of the hegemonic neoliberal rhetoric. The media studied actively participate in the discursive struggle over the crisis, exercising political agency by legitimating the bailout policies as the single course of action for the financial recovery of the country, while selectively omitting or discrediting alternative voices and interpretations.
44 citations
TL;DR: In this paper, the authors argue for an increased focus on rural education and for the need for contextualisation of educational research in general, focusing on the relationship between rural location and education outcomes.
Abstract: In this article the focus is on the relationship between rural location and education outcomes, a field that has not received enough attention either by educational authorities or by educational researchers. Main goals are to argue for an increased focus on rural education and for the need for contextualisation of educational research in general. Research on issues such as school size, local adaption, population composition, parental involvement and rural approaches to learning are presented in order to map significant areas in rural education research. Perspectives focusing on compositional and contextual effects explaining spatial variations in academic success are highlighted. In addition, an outline of some methodological consequences following from the latter goal is provided.
44 citations
Cites background from "Learning to Labour: How Working Cla..."
...…the rural young and the expectations they face in school, may for some lead them to reject everything the educational system has to offer, as shown by Corbett (2007a) and also by Willis (1977) in his classic ethnographic study of “the lads” from a working-class environment in England in the 1970s....
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TL;DR: The authors compare accounts given by young carers and specialist support workers about the riskiness of becoming a carer relatively early in life and find that carers identify not only current stresses, but also personal gains from their experiences.
Abstract: In this article, we compare accounts given by young carers and specialist support workers about the riskiness of becoming a carer relatively early in life. We argue that since the mid-1990s, the policy response has problematised the comparatively early adoption of a caring role as a risk factor for future personal development. This temporal issue has become societally organised around concern about NEETs (young adults not in education, employment or training). Such a concern is predicated on cultural assumptions, now being undermined in response to economic crisis, about the existence of a critical age for transition to adulthood, successful navigation of which requires a time-limited period of personal freedom. Our findings suggest that, whereas support workers mostly see young caring in terms of risks to future prospects, young carers themselves identify not only current stresses, but also personal gains, from their experiences. Instead of categorising the timing of their caring as a source of risk, you...
43 citations
Cites background from "Learning to Labour: How Working Cla..."
...…of young adulthood A media-fuelled cult of youth has directed intense, often sexualised, selective attention onto young adulthood, viewed both as a peak life-state; and as a critical foundation stage for future prospects (Willis 1977, Henderson et al. 2007), and therefore a source of risk....
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TL;DR: In this paper, humour is used as a resource and strategy for status among Finnish school boys and in constructing culturally accepted masculinity in the field of informal school, and the effect of humour as a symbolic resource of status depends not only on context and power relations between the agents, but also on a credible, strategic usage of resources available to a boy.
Abstract: Through a feminist approach this paper illustrates how humour is used as a resource and strategy for status among Finnish school boys and in constructing culturally accepted masculinity in the field of informal school. Based on interview and observation material collected in three schools, the results suggest that although humour is often affiliative and positive in nature, exclusive, violent humour is also used as a resource and strategy, which might have serious consequences on targeted students’ lives. The effect of humour as a symbolic resource of status depends not only on context and power relations between the agents, but also on a credible, strategic usage of the resources available to a boy. Humour has an important influence on constructing masculinities and the social status of boys. Furthermore, the status of a boy defines the value of his humour among his peer group.
43 citations
Cites background from "Learning to Labour: How Working Cla..."
...…research, humour is investigated from the perspective of gender and power, and the violent use of humour is recognised in peer relations and in constructing masculinities in schools, although this kind of research is exiguous (see Dubberley 1993; Walker and Goodson 1977; Willis 1977)....
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...In gender-sensitive research, humour is investigated from the perspective of gender and power, and the violent use of humour is recognised in peer relations and in constructing masculinities in schools, although this kind of research is exiguous (see Dubberley 1993; Walker and Goodson 1977; Willis 1977)....
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TL;DR: The authors argue that while sociological popular music studies may rhetorically privilege real experience over abstract textualism, its methods are often limited to the dimensions of experience that can be readily observed and verbalized, or resort to the kind of abstract theorizing its practitioners claim to reject.
Abstract: Media and cultural studies are currently experiencing a renewed and intensified engagement with sociology and sociological methods, with studies of popular music especially affected by attempts to make media and cultural research “more sociological.” This paper explores recent methodological debates in media and cultural studies by critiquing the “ethnographic turn” in popular music studies, as well as the growing antipathy toward textual analysis methods. It argues that while sociological popular music studies may rhetorically privilege “real” experience over abstract textualism, its methods are often limited to the dimensions of experience that can be readily observed and verbalized, or resort to the kind of abstract theorizing its practitioners claim to reject. Using examples from heavy and extreme metal music, this paper argues that while all research methods are inevitably partial, textual analysis can offer creative ways to articulate experiences that would otherwise be inaccessible to empirical res...
43 citations
Cites background from "Learning to Labour: How Working Cla..."
...Such critiques of textual analysis contributed to what has been termed the ‘‘ethnographic turn’’ in media and cultural studies, which rose to prominence in the 1990s and continues to hold sway within some areas of popular music studies (Alasuutari, 1999; Ang, 1996; Jensen & Pauly, 1997)....
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...The ethnographic studies of Paul Willis (1977, 1978) notwithstanding, much of this work has been described as exemplifying the tradition of ‘‘textual analysis’’ with which media and cultural studies subsequently became strongly associated (Rojek, 2007; Turner, 1996)....
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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