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 2015
TL;DR: In this article, Bruquetas-Callego presents a comparative analysis of a seemingly simple question: who decides at what level what is supposed to be done in classrooms receiving migrant children.
Abstract: “María Bruquetas-Callego presents a brilliant comparative analysis of a seemingly simple question. Her political science approach teaches us who decides at what level what is supposed to be done in classrooms receiving migrant children. She then confronts us with what teachers actually do. Her book surprises!” — Rinus Penninx, Professor Emeritus of Ethnic Studies and founder of the Institute for Migration and Ethnic Studies (IMES), University of Amsterdam I M I S C O E R E S E A R C H
33 citations
TL;DR: This article examined how the social meanings of phonetic variation in a British adolescent community are influenced by a complex relationship between ethnicity, social class, and social practice, focusing on the realisation of the happy vowel in Sheffield English, which is reported to be a lax variant [e] amongst working-class speakers but is undergoing change towards a tense variant [i] amongst middle class speakers.
Abstract: This article examines how the social meanings of phonetic variation in a British adolescent community are influenced by a complex relationship between ethnicity, social class, and social practice. I focus on the realisation of the happy vowel in Sheffield English, which is reported to be a lax variant [e] amongst working-class speakers but is undergoing change towards a tense variant [i] amongst middle-class speakers. I analyse the acoustic realisation of this vowel across four female communities of practice in a multiethnic secondary school and find that the variable's community-wide associations of social class are projected onto the ethnographic category of school orientation, which I suggest is a more local interpretation of class relations. Ethnographic evidence and discourse analysis reveal that local meanings of the happy vowel vary further within distinctive community of practice styles, which is the result of how ethnicity and social class intersect in structuring local social practices. (Intersectionality, indexicality, social meaning, identity, ethnicity, social class)*
33 citations
Dissertation•
07 Jan 2014
TL;DR: The idea that women hold the answer to the development problems of our time was first coined by the Nike Foundation in 2008 as mentioned in this paper, who argued that women are catalysts capable of bringing "unparalleled social and economic change to their families, communities and countries".
Abstract: ion from Complexity to Consumerism This girl-focused mantra, as we know it today, appears to have started as a corporate marketing initiative launched by the Nike Foundation in 2008. They called it the “Girl Effect,” a label which is often applied more broadly today to refer to similar corporate and non-corporate initiatives popping up all over the world, and refers to “the idea that girls hold the answer to the development problems of our time” (Hayhurst 2011: 532). 75 The Girl Effect suggests that “girls are the most powerful source for change on the planet.” 76 This is because “girls are catalysts capable of bringing ‘unparalleled social and economic change to their families, communities and countries’ and ‘can unleash the world’s greatest untapped solution to poverty’” (Hayhurst 2011: 532). The Girl Effect draws justification for its tenets from voluminous and complicated econometric data. Emerging in the 1970’s, the Women in Development or WID movement 77 called for special attention to women’s issues in development, based on a belief in women’s under-recognized economic contributions. Danish economist, Esther Boserup (1970) argued in her book entitled, “Women’s Role in Economic Development,” that women’s domestic and paid labour contributes significantly to national economic growth. Boserup (1970) further demonstrated how women’s education contributes to their productive potential and she among others called, not only for gender-neutral policies, but for the tailoring of policies to encourage equality for women (also see Collier 1988). 75 The Nike Foundation’s Girl Effect is remarkably compelling. Launched by the Nike Foundation in 2008, the “Girl Effect” youtube video had had nearly 3 million hits in September 2010 (http://www.girleffect.org/). 76 www.girleffect.org (access date April 13, 2013). 77 WID was later updated to “Gender and Development” or “GAD” to recognize the importance of engaging men in the process of empowering women.
33 citations
Dissertation•
01 Jul 2011
TL;DR: In this article, the authors investigate the moment of discovery of educational alternatives and in particular contemporary discovery of elective home education by parents and other adults in England and investigate whether there is a moment of ontological conversion in the self of people discovering another way of educating from mainstream authoritarian schooling.
Abstract: This thesis investigates the moment of discovery of educational alternatives and in particular contemporary discovery of elective home education by parents and other adults in England. The discussion highlights an empirical and theoretical context for this discovery. Questions involve whether there is a moment of ontological conversion in the self of people discovering another way of educating from mainstream authoritarian schooling. The research data presented suggests that a moment of ‘gestalt switch’ conversion exists between what can be called different ‘worlds’ of education, following Thomas S. Kuhn’s framework of scientific discovery. By finding the existence of such a moment, the data indicates that education hegemonically conflated with mainstream authoritarian schooling is illegitimate: education is a paradigmatic field wherein all differing paradigms of educational theory and practice have equal legitimacy, irrespective of resources and participants. The moment of discovery investigated is characterised by surprising elements. Discovery of an alternative way of educating children seems to have a strong positive impact on both the adults and the children involved. The study shows that parents want information on various educational modalities to be widely available and provided by the government in the process of choosing education for their children.
32 citations
TL;DR: In this article, the authors discuss their understanding and practices of organisational ethnography as a way of imagining and reflecting on how similar this understanding may be for young organisational researchers and students in particular.
Abstract: The authors – two anthropologists and an organisational theorist, all organisational ethnographers – discuss their understanding and practices of organisational ethnography (OE) as a way of imagining and reflect on how similar this understanding may be for young organisational researchers and students in particular. The discussion leads to the conclusion that OE may be regarded as a methodology but that it has a much greater potential when it is reclaiming its roots: to become a mode of doing social science on the meso-level. The discussion is based on an analysis of both historical material and the contemporary learning experiences of teaching OE as more than a method to our students.
32 citations
Cites background from "Learning to Labour: How Working Cla..."
...…studied ethnographically ‘lads’, children of working-class parents, and shows how their class defines their life choices, limiting their educational aspirations, and how their cultural consciousness within the constraints of the broad context reproduces the existing social structure (Willis 1981)....
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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