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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Dissertation•
28 Feb 2020
TL;DR: In this article, the authors examine marriage and masculinities in motion through the experiences of Pakistani migrant husbands in Birmingham, UK, and argue that migrant husbands experience a "liminal" [in-between] masculinity.
Abstract: The thesis examines marriage and masculinities in motion through the experiences of Pakistani migrant husbands in Birmingham, UK. Drawing on the detailed life history narratives of sixty-two migrant husbands, and fourty-three community member interlocuters who were aware of and/or in contact with migrant husbands, over a thirty-month period (February 2016-August 2018), the thesis explores and is organised in three key sections: (a) aspirational masculinity, (b) liminal masculinity, and (c) (re)assertive masculinity. The first section of the thesis traces the shifts in the aspirations of migrant husbands before and after marriage and migration, showing that these shifts are experienced in relation to the masculine ideal of ‘transnational patriarch’. The second section explores the impact of marriage and migration on the experiences of masculinity. I trace the ways that migrant husbands can experience precarity, heightened levels of vulnerability, and domestic violence. As a result, I argue that migrant husbands experience a ‘liminal’ [in-between] masculinity. The final section of the thesis explores the ways in which migrant husbands practice agency and resistance. Three significant arenas of agency and resistance are highlighted: (1) engaging with Songs of Sorrow, a musical form that extends from Sufi Qawwali, (2) by engaging in religious practices that are unique to Birmingham’s ‘Sufi-scape’ in which migrant husbands develop a ‘prophetic masculinity’, (3) and by way of appearing financially secure in order to maintain their identity as ‘transnational patriarch’. The thesis engages with and contributes to the field of men and masculinity studies, migration studies, human geography, and the anthropology of Islam. The research also contributes to and paves a way forward for the ‘decolonization of Muslim men’.
41 citations
Cites background from "Learning to Labour: How Working Cla..."
...Paul Willis’ (1977) account of working-class boys becoming working class men also speaks to the social constructionist approach....
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TL;DR: In many countries, gender differences in educational success are part of long standing political, public and scientific debates about education as mentioned in this paper, and they have been identified as a major barrier to women's educational success.
Abstract: In many countries, gender differences in educational success are part of long standing political, public and scientific debates about education. Whereas, for example, at the end of the nineteenth c...
41 citations
Cites background from "Learning to Labour: How Working Cla..."
...School alienation is an expression of resistance to school in the sense of Willis (1977), who identified the opposition of working-class boys to school, its authoritative structures and its middle-class culture: working-class boys joined motorcycle gangs and left school to enter the labour market…...
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...In particular, some scholars (Willis 1977; Martino 1999) highlight that this ‘laddish’ construction of masculinity implies a devaluation of schoolwork, diligence and application as feminine; especially among working-class boys....
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TL;DR: The authors argue that the educational purpose of "subject knowledge" has been oversimplified and separated from teachers' concerns with pedagogy, performance and the child's experience, and propose that teacher preparation courses should develop a notion of the "good teacher" as engaged with the discipline as an educational resource.
Abstract: This article discusses how subject knowledge development should be conceptualised in the preparation of new secondary school teachers. It is written at a moment of national curriculum revision in England and a ‘knowledge turn’ in education, bringing questions of subject knowledge development to the fore. The authors argue that the educational purpose of ‘subject knowledge’ has been oversimplified and separated from teachers’ concerns with pedagogy, performance and the child’s experience. A new disciplinarity is needed in which the subject discipline becomes an overarching structure informing the teacher’s curriculum thinking. However, the current, well-established model of the ‘good teacher’ as skilled (and accountable) classroom technician fails to support such curriculum work. The authors propose that teacher preparation courses should develop a notion of the ‘good teacher’ as engaged with the discipline as an educational resource. This article is conceptual, but draws from the authors’ substantial expe...
40 citations
Cites background from "Learning to Labour: How Working Cla..."
...Such arguments were underscored by the deeply influential ‘new sociology’ of education of the 1970s (Young 1971) and radical analysis such as Paul Willis’ Learning to Labour (Willis 1977)....
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...However, as Young and Muller (2010) note, the powerful in society, such as those who can afford public school fees, have continued to favour traditional academic subject knowledge for their own children, whilst experiments with a non-academic curriculum are carried out on others....
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TL;DR: In this paper, the authors investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils and find that a relatively large percentage of Norwegian secondary pupils want less classroom disruption.
Abstract: The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first study included a relatively large sample of 2,332 pupils from 105 school classes and used pupil report of disruptive behaviour, perceived peace to learn and grades achieved. A second study, conducted among a smaller sample of 496 pupils from 21 school classes, included teacher reports of pupil behaviour and grades achieved, as well as scores from tests in two school subjects. Results indicate that a relatively large percentage of Norwegian secondary pupils want less classroom disruption. Pupils in classes with markedly disruptive pupils reported significantly less opportunity to learn in peace. However, the percentage of between class variance in perceived peace to learn was relatively low, indicating that lack of peace to learn is a general problem in Norwegian classrooms, irrespective of whether there are markedly disruptive individuals in the class. Finally, academic outcomes were not found to be significantly lower among pupils in classes with markedly disruptive pupils.
40 citations
Cites background from "Learning to Labour: How Working Cla..."
...It is not, therefore, surprising that peer attitudes towards learning affect how much effort pupils spend on schoolwork (see, e.g., Berndt and Keefe 1996; Willis 1978)....
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TL;DR: In this paper, the authors explore how women navigate through a gendered drug culture, and study how femininities and masculinities are enacted, challenged and recast in a Scandinavian context characterized by gender equality and an anti-drugs culture.
Abstract: Cannabis is sometimes associated with feminine or gender neutral values. Still, most cannabis users are male, and in our data cannabis use is associated with masculinity. In qualitative interviews with 19 female users and a larger sample of male users in Norway, four aspects of cannabis using practices were described as feminine: not providing cannabis, being less involved in cannabis user networks, not handling the drug effects and being concerned about control. Some women challenged gendered expectations and presented themselves as alternative, tough and rebellious through cannabis use. We explore how women navigate through a gendered drug culture, and study how femininities and masculinities are enacted, challenged and recast in a Scandinavian context characterized by gender equality and an anti-drugs culture. We argue that a new egalitarian form of masculinity is getting increasingly important. Still, female users often end up enacting traditional femininities when using cannabis.
40 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