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: This article examined the intersection between language and identity using data collected from a group of working-class adolescent males, over the course of three years, from a high school in the south side of Glasgow, Scotland, called Banister Academy.
Abstract: This article presents the results of an ethnographically informed sociolinguistic investigation of Glaswegian Vernacular and examines the intersection between language and identity using data collected from a group of working-class adolescent males, over the course of three years, from a high school in the south side of Glasgow, Scotland, called Banister Academy. Through the fine-grained acoustic analysis of the phonetic variable cat (equivalent to the trap/bath/palm set, Johnston 1997), coupled with ethnographic observations, this article shows how patterns of variation are related to Community of Practice membership, how the members of the Communities of Practice in Banister Academy use linguistic and social resources to differentiate themselves from one another, and how certain patterns of variation acquire social meaning within the peer-group. This article contributes to the under-researched area of adolescent male language use and offers one of the first ethnographically supported accounts of linguistic variation in Glasgow.
40 citations
TL;DR: In this paper, the authors discuss the challenge of conducting research with transnational and fast-changing communities, arguing that it requires the use of multi-sited methods, an awareness of power relations at research sites, the building of a good rapport with the children and a range of methodological approaches set within long-term ethnographic engagement with research participants.
Abstract: This paper reflects on experiences of conducting research with transnational children. It brings together criticisms from within anthropology of the conceptualisation of stable and bounded fields, and discussion of conceptual and methodological approaches to researching children and childhoods. Taking research with British Bangladeshi transnational children as a case in point, the paper addresses the challenge of conducting research with transnational and fast-changing communities, arguing that it requires the use of multi-sited methods, an awareness of power relations at research sites, the building of a good rapport with the children and a range of methodological approaches set within long-term ethnographic engagement with research participants.
40 citations
Cites background or methods from "Learning to Labour: How Working Cla..."
...Marcus cites Willis’ (1977) work on working-class schoolboys whose beliefs and practices are guided by their understanding of the world beyond school, and especially that of the factory floor (Marcus 1995: 110)....
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...Studies by Willis (1977) and our own research project adopt a single-sited approach, which nonetheless evokes multiple sites through an explicit reference to other sites which are ‘off stage’ (Marcus 1995: 106)....
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TL;DR: In this paper, a long-term fieldwork used ethnographic methods, including participant observation, interviews and focus-group discussions conducted in three teacher training colleges (TTCs) in Central and Eastern Kenya, concluded that regardless of institutional HE norms, student-teachers develop critical awareness and action competencies, learning to deal with health in more active, concrete and practical ways than those conveyed.
Abstract: This paper suggests the term ‘paradoxical’ to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE, which influences their actions in tangible ways. Bourdieu, medical anthropology and critical educational theory were used to understand processes of cultural negotiation, the production of HE discourses and how learning appears to be a mix of moralities and action competence. This long-term fieldwork used ethnographic methods, including participant observation, interviews and focus-group discussions conducted in three TTCs in Central and Eastern Kenya. The study concludes that regardless of institutional HE norms, student-teachers develop critical awareness and action competencies, learning to deal with health in more active, concrete and practical ways than those conveyed ...
40 citations
Cites background from "Learning to Labour: How Working Cla..."
...The romances represented a counterculture (Willis 1977) to moralistic HE and an escape from the established school life....
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01 Nov 2013
TL;DR: The authors used an autoethnographic approach to investigate how the construction of sexual scripts and sexual interactions of same-sex attracted men are influenced by the interaction and the intersection of sexual identity, desire, gender, emotional scripts and emotional geography.
Abstract: This thesis uses an autoethnographic approach to investigate how the construction of sexual scripts and sexual interactions of same-sex attracted men are influenced by the interaction and the intersection of sexual identity, desire, gender, emotional scripts and emotional geography; and points to implications for sexual counselling and education.
39 citations
TL;DR: In this paper, the authors contextualize this study within a broader cyclical model of social change, in which their focus is one of the four phases in the cycle, and exemplified in the shifting representations of science communication in the UK from the ''deficit model'' of public understanding of science to the dialogic representation of public engagement.
Abstract: Castro and Batel's (2008) study points to some important strategies of resistance to social change in the transformation of transcendent to immanent representations. We contextualize this study within a broader cyclical model of social change, in which their focus is one of the four phases in the cycle. The expanded model is exemplified in the shifting representations of science communication in the UK from the `deficit model' of public understanding of science to the dialogic representation of `public engagement'. Within each of the four proposed phases, the dialectic of adoption/rejection is central, although it is modulated by strategies of resistance and the selective distribution of resources.
39 citations
Cites background from "Learning to Labour: How Working Cla..."
...Paul Willis (1977) found similar patterns of unstructured resistance to the implementation of transcendent values in his classic ethnography of a...
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...Paul Willis (1977) found similar patterns of unstructured resistance to the implementation of transcendent values in his classic ethnography of a working-class youth counter-culture in Britain (cf. Gordon, 1984)....
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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