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
TL;DR: In the Irish context and internationally, a good deal of attention has been paid to the performance of masculinity among school students as mentioned in this paper.However, with a small number of notable exceptions, relativel...
Abstract: In the Irish context and internationally a good deal of attention has been paid to the performance of masculinity among school students. However with a small number of notable exceptions, relativel...
30 citations
Cites background from "Learning to Labour: How Working Cla..."
...Nationally and internationally a good deal of attention has been paid to the performance of masculinity among school students (Frosh et al., 2002; Ging, 2005; Willis, 1977)....
[...]
TL;DR: In this paper, the authors argue that at the same time, the discourse of the academic community is "parity of esteem" with the apprenticeship field, and that the quality of apprenticeship can be improved.
Abstract: Successive governments have pledged to enhance the quality of apprenticeship in Britain so as to achieve ‘parity of esteem’ with academic study. Yet, at the same time, the discourse of the academic...
30 citations
Cites background or result from "Learning to Labour: How Working Cla..."
...The research commonly emphasises processes of social reproduction, as, for instance, the young people’s resistance to academic learning (e.g. Willis 1977; Banks et al. 1992; Shildrick and Macdonald 2007), which, while neglecting agency, may denote fixed identities....
[...]
...Their strong identifications with ‘the vocational’, and identities as workers rather than learners, interacted with representations of working-class masculinity, reminiscent of Willis’ ‘lads’ (Willis 1977)....
[...]
...Similar to the findings of previous research (Willis 1977; Archer and Yamashita 2003), they insisted that academic work was ‘not for them’, that they were ‘not good at reading and writing’ and ‘much better at hands-on work’....
[...]
TL;DR: In this paper, the benefits or otherwise of education to support the social and economic mobility of Gypsy/Travellers are defined and discussed, and a background of the struggle against discrimination in education in the UK and the EU is outlined.
Abstract: Traveller education takes place through family and community life regardless of formal school input. This paper defines the benefits or otherwise of education to support the social and economic mobility of Gypsy/Travellers. It outlines the background of the struggle against discrimination in education in the UK and the EU, and demonstrates how increasingly supportive legislation has made a slow and small rise in Gypsy/Traveller numbers in schools and other educational institutions. Research from Europe and the UK is used to show the endemic issues that illustrate Traveller resistance to ‘mainstream’ initiatives on their behalf throughout. However, the question consistently arises whether educational efforts are viewed by them as positive or are seen to fail because Travellers are doing what they always have done and still do, and that is taking control for themselves and choosing what specific educational opportunities on offer will benefit them. Finally, the way forward is seen to lie in ensuring that Gy...
30 citations
Cites background from "Learning to Labour: How Working Cla..."
...They were impatient for wages and enjoyed the adult status which came from working, but not in making a ‘lifelong’ career for themselves (Willis 1981/1977)....
[...]
01 Jan 2011
TL;DR: In this paper, Lave and Wenger argue that learning involves the construction of identities, and that to ignore this aspect of learning is to overlook the fact that learning is a process of becoming a full participant, a member, a kind of person.
Abstract: Academic Discourse and the Formation of an Academic Identity: Minority College Students and the Hidden Curriculum Learning involves the whole person; it implies not only a relation to specific activities, but a relation to social communities -it implies becoming a full participant, a member, a kind of person...To ignore this aspect of learning is to overlook the fact that learning involves the construction of identities. Lave and Wenger (1991, p. 53)
30 citations
Cites background from "Learning to Labour: How Working Cla..."
...This should come as no surprise as success in high school, though important, is not directly correlated with success in college (Conley, 2008; Hoffman, Vargas, & Santos, 2008, 2009; Margolis, 2001)....
[...]
...Rather, this line of research tends to ignore the role that cultural reproduction theory (Willis, 1977) and resistance theory (Erickson, 1987; Huffman, 2001; Ogbu, 1987; Pottinger, 1989) have in perpetuating culturally-based discursive styles throughout schooling, often in resistance to the more…...
[...]
...Thought and language....
[...]
...So, not only are minority students often not taught the forms of discourse expected in the university, they sometimes develop a counterdiscourse to it (Corson, 2001; Ogbu, 2004; Willis, 1977)....
[...]
...…tend to cling tightly to their native 'ways with words' despite academic and social pressure to adopt new and different discourses (Heath, 1983; Willis, 1977). and discourse are crucial subsets) adds significantly to the already heavy burden many minority students face when trying to navigate…...
[...]
TL;DR: The production of youthfulness is made possible through relations between the micro-level production and consumption that take place within youth cultures and modes of sociality, the production practices and marketing activities of firms, and young people whose capacities for embodiment, sociability and youthful consumption cultivated both within and outside of paid employment as mentioned in this paper.
Abstract: The focus of this article is youth and youthfulness in the contemporary economy. Drawing on theories of immaterial labour, the article moves beyond an existing focus on ‘young people’ as capital accumulating subjects to theorize the production of youthfulness as a quality that circulates through immaterial economies and that is mobilized to confer a particular form of value on consumer goods, service interactions and labouring subjectivities. The production of youthfulness is made possible through relations between the micro-level production and consumption that take place within youth cultures and modes of sociality, the production practices and marketing activities of firms, and young people whose capacities for embodiment, sociability and youthful consumption cultivated both within and outside of paid employment contribute to their constitution as labouring subjects. Within this network of relations, youthfulness is mobilized to distribute playful affects, offer the possibility of hedonistic leisure/pl...
29 citations
Cites background from "Learning to Labour: How Working Cla..."
...In the widely cited work of Willis (1977), the emblematic young worker of Fordist capitalism was the working class ‘lad’ who emphasized masculine qualities suited to the physical demands of industrial manufacturing labour, and for whom an interest in popular culture, a cultivated appearance, or an…...
[...]
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