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
More filters
01 Jan 2016
TL;DR: In this paper, the authors present a Table of Table of contents of the paper "Acknowledgements and acknowledgements of the authors of this paper: https://www.goprocessor.org/
Abstract: ............................................................................................................................. ii Acknowledgements .......................................................................................................... iii Table of
34 citations
TL;DR: The authors argue that this vision of the good student is antithetical to the lived experience of students as they negotiate their positionality within complex power games in secondary schools and that understanding the multiplicity and dynamism of a good student should be an educational imperative as schools seek to meet the changing needs of society.
Abstract: Current educational practice tends to ascribe a limiting vision of the good student as one who is well behaved, performs well in assessments and demonstrates values in keeping with dominant expectations This paper argues that this vision of the good student is antithetical to the lived experience of students as they negotiate their positionality within complex power games in secondary schools Student voices in focus group research nominate six rationales of the good student that inform their ‘performances’ of the good student Understanding the multiplicity and dynamism of the good student is an educational imperative as schools seek to meet the changing needs of society in the new millennium
34 citations
Cites background from "Learning to Labour: How Working Cla..."
...Ethnographic studies have explored the ways that gender, class, sexuality, ethnicity and race have been both regulatory and productive of certain kinds of student subjectivities (O’Flynn and Peterson 2007; Youdell 2004; Lesko 2001, 2003; McLeod 2000; Eckert 1989; Willis 1977)....
[...]
TL;DR: In this paper, the origins of the academic use of community in Germany from the late nineteenth century to the present day arguing that its association with National Socialism has tainted the concept permanently.
Abstract: This article aims to show the clearly differentiated national context in which concepts of community as used in heritage developed from the late nineteenth century to the present day. In the first part of this article, we look at the origins of the academic use of ‘community’ in Germany from the late nineteenth century to the present day arguing that its association with National Socialism has tainted the concept permanently. In the second part of this article, we move to France, where we also find a long-term scepticism when it comes to the concept of community. The strong republican tradition, which mistrusted everything that was capable of constructing identities that would divide and compartmentalise the republican ethos, rejected notions of community. Ideas associated with community were usually seen as particularist and therefore incompatible with the universalism of republicanism in France. In the final part of the article, we compare the sceptical reception of ‘community’ in the German and French cases with a far more positive left-wing tradition of community studies in Britain. The comparison of the uses of the concept of community in those three countries shows how a transnational dialogue can lead to more theoretically aware use of the concept of ‘community’.
34 citations
Cites background from "Learning to Labour: How Working Cla..."
...…deprivation’ images that prevailed in media and policy talk of ‘inner cities’ in the 1970s-80s. Cultural studies scholars influenced by Williams (e.g. Willis 1977; Gilroy 2013; McRobbie 1990) documented different ‘elements’ in a whole way of life not in order to suggest an image of social…...
[...]
Dissertation•
01 Jan 2018
TL;DR: In this article, the authors explore the pedagogic and curricula dimensions of people's food choices and practices as they are played out in their everyday lives and in their local community.
Abstract: The global corporate food merchandising culture delivers unparalleled food variety and quantity, but one of the major costs of this advance is that it has disconnected consumers from where, how and by whom food is produced. Such a development has made it more challenging to engage people in teaching and learning about the food they buy, prepare and eat in their everyday lives. Indeed, corporate food distributors – especially supermarkets – have come play a key role in this process, exerting a profound influence on people’s food choices and practices. This thesis explores the pedagogic and curricula dimensions of people’s food choices and practices as they are played out in their everyday lives and in their local community. The aim of the study is to identify and analyse the main teaching and learning theories and practices that operate in their food landscapes and how they shape people’s procurement, preparation and eating practices.
Using multi-sited critical ethnographic methodology, the study followed twelve participants on their pedagogic and curricula food journeys while planning, shopping, preparing, cooking and eating. The researcher accompanied the participants - all resident in Sydney’s Inner Western region - to supermarkets, farmers’ markets, bin diving, community and backyard gardens, home kitchens, and home lounge rooms where television food programs and those featuring celebrity chefs were shared. Carspecken’s staged analytical model was used to analyse transcribed interviews, field notes and artefacts.
The study identified how food consumers learned about food. Supermarket corporations played a hegemonic role, creating and sustaining class-based diets and the cultural dynamics associated with these. Televised food programs, food advertising and celebrity chefs, all sponsored by corporate supermarkets, operated as corporate pedagogues teaching people to purchase the sponsored products they used. As the study’s participants disclosed, however, these pedagogues were not so effective in teaching people how to cook and eat sustainably. Similarly, a wide range of supermarket food products taught participants who were time poor not to cook.
However, food education at counter hegemonic sites, such as farmers’ markets and community gardens, sought to empower people with the knowledge and skills they needed to procure, prepare, cook and eat food that would ensure future personal health, underpinned by a socially and environmentally sustainable food curriculum. Yet, as the study found, there was considerable variation in the extent to which participants were able to engage with sustainable food education. Class and ethnicity-based patterns of alignment and non-alignment with sustainable food education were identified in the pedagogies and curricula of counter hegemonic food procurement sites. Inter-generational, home-based food practices, by contrast, were found to be effective in teaching most people sustainable cooking skills and the production of healthy meals.
33 citations
Cites background from "Learning to Labour: How Working Cla..."
...(1982), for instance, demonstrated the pervasive influence of gender and class on student learning and resistance in formal educational structures (see also Apple, 1983; Everhart, 1983; Giroux, 1983; Willis, 1977)....
[...]
TL;DR: The authors examine some of the literature on school leadership for equity that post-dates Thrupp's [2003] call for teachers to offer more critical messages about social inequality and neoliberal and managerialist policies.
Abstract: Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edited by J. D. Faubion, 326–348. London: Penguin Books] theory of power to ask what lessons we might learn from the literature on school leadership for equity. We begin by offering a definition of neoliberalism; new managerialism; leadership and equity, with the aim of revealing the relationship between the macropolitical discourse of neoliberalism and the actions of school leaders in the micropolitical arena of schools. In so doing, we examine some of the literature on school leadership for equity that post-dates Thrupp's [2003. “The School Leadership Literature in M...
33 citations
References
More filters
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