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: Soderman et al. as mentioned in this paper explored hip-hop academisation and analyzed the discursive mechanisms that manifest in these academisation processes, and found that hip hop musicians have to navigate between being commercial and artistic.
Abstract: Social activism and education have been associated with hip-hop since it emerged in New York City 38 years ago. Therefore, it might not be surprising that universities have become interested in hip-hop. This article aims to highlight this ‘hip-hop academisation’ and analyse the discursive mechanisms that manifest in these academisation processes. The guiding research question explores how hip-hop scholars talk about this academisation. The theoretical framework is informed by the scholarship of sociologist Pierre Bourdieu. Hip-hop scholars were interviewed in New York City during 2010. The results demonstrate themes of hip-hop as an attractive label, a door opener, a form of ‘low-culture’, a trap and an educational tool. It can be fruitful for music education research to explore how a more recently developed musical genre like hip-hop enters the university. More specifically, considering how hiphop scholars perceive this academisation can yield insight into how academisation of a music genre occurs. The phenomenon of genre academisation is comparable to other areas of music education research, in particular to jazz music’s establishment as a field of study within music departments. The academisation of rock music at Swedish music departments has produced music educational discussions concerned with what scholars regard as an absence of authenticity in academic rock (Fornas, 1996; Gullberg, 1999). Olsson (1993) uses the concept musicians’ music when he describes how academic rock music is oriented more towards other musicians than towards a regular rock audience. Previous research that has primarily focused on informal learning within two hip-hop groups and formation of a professional hip-hop musician identity has shed light on the importance of authenticity in hip-hop culture (Soderman & Folkestad, 2004; Soderman, 2010). The results of both studies show how hip-hop musicians have to navigate between being commercial and artistic. Who is regarded as ‘authentic’ and who is a ‘sell out’ has been controversial ever since hip-hop emerged in the 1970s. In this respect, the crux of the issue lies in the fact that commercial success could ruin credibility, limit the options of hip-hop musicians and ultimately result in the loss of their authenticity. The main goal for the actors of the hip-hop scene seems to be to achieve or to construct a sense of ‘realness’ and to navigate seamlessly between authenticity and commercialism.
22 citations
Cites methods from "Learning to Labour: How Working Cla..."
...M e t h o d a n d d e s i g n The methodological approach in this article was inspired by the ethnographic tradition that evolved from cultural studies (Willis, 1977; Back, 1996; Wacquant, 2009) and also by Scandinavian youth culture research (Fornäs et al., 1995; Sernhede, 2002; Ambjörnsson, 2004)....
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Dissertation•
03 Jan 2019
TL;DR: Mostaghim et al. as discussed by the authors examined the role of gender and ethnicity in shaping attitudes towards the "normalized" use of marijuana and found that despite the presence of social-cultural accommodations for sensible marijuana use among white men, a large segment of women and Pan-Asian youth view marijuana as contradictory to their ascribed identity and thus abstain from its use.
Abstract: WHY EVERYBODY CAN’T GET STONED? THE ROLE OF GENDER AND ETHNICITY IN MEDIATING THE DIFFERENTIATED NORMALISATION OF MARIJUANA USE Amir Mostaghim University of Guelph, 2018 Advisor: Dr. Andrew Hathaway Aim: To examine the role of gender and ethnicity in shaping attitudes towards the “normalized” (Parker et al., 1998) use of marijuana. Method: Survey and interview respondents were recruited from undergraduate classes at three Canadian universities. Findings: Gender and ethnicity are mediating factors that often exclude women and Pan-Asian students from participation in marijuana-using groups. Interviews with users and non-users illustrate differentiated access to assuming an identity consistent with normalized use. Despite the presence of social-cultural accommodations for sensible marijuana use among white men, a large segment of women and Pan -Asian youth view marijuana as contradictory to their ascribed identity, and thus abstain from its use. Those who participated often did so in unique ways that highlighted their gendered and/or ethnic identity. Non-users were more likely to view white men’s marijuana use as unproblematic, when compared with use by all other groups. These disparate levels of stigma were partially attributed to the media’s portrayal of conventional marijuana users as ‘white’ and ‘male’. Conclusion: The lack of ‘available’ marijuana using identities for women and Pan -Asian students supports the theory of “differentiated normalization” (Shildrick, 2002). The differentia ted patterns of normalization highlight the importance of gender and ethnicity in determining the boundaries of subcultural groups. These findings can inform the work of public health professionals by highlighting the role of gender and ethnicity in the development of harm reduction programs focused on youth marijuana use.
22 citations
Cites background or methods from "Learning to Labour: How Working Cla..."
...Willis (1977) used the term counterculture when discussing youth work experiences in Learning to Labour....
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...Thus, new emphasis on the mundane followed Willis’ (1977) earlier study of working-class culture as instilling “lads” with pride in doing heavy manual labour ....
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TL;DR: In this article, a Bourdieusian understanding of class is used to analyse 55 life-history interviews with people from a mix of class positions, revealing that though individualistic sentiments are present, respondents were all too ready to cite various forms of capital as advantages or disadvantages as well, though the degree to which they were seen as 'external' or 'individualised' differed by class.
Abstract: One of the core contentions of the individualisation thesis is that the residents of contemporary Western nations are no longer willing or able to perceive the motors of their life paths as external, social forces such as 'class' or material resources and instead talk of internal, personal facets and motivations. This paper, grounded in a Bourdieusian understanding of class, engages with this prominent assertion through analysis of 55 life-history interviews with people from a mix of class positions. It reveals that though individualistic sentiments are present, the respondents were all too ready to cite various forms of capital as advantages or disadvantages as well, though the degree to which they were seen as 'external' or 'individualised' differed by class. Furthermore, when 'class' was brought explicitly into the frame it was generally seen as a playing a fundamental role in life's trajectory, but mainly through issues of interaction and (mis)recognition rather than deprivation and inequality. Insofar as individualistic schemes of perception and class thus intertwine these processes could be said to represent what Beck refers to as a 'both/and' situation, but since they are neither particularly new nor damaging to class analysis the individualisation thesis is put in doubt.
22 citations
Cites background from "Learning to Labour: How Working Cla..."
...…the reasoned model of social reality of the analyst and the distorted construction of the analysed (cf. the 'partial penetration' described in Willis, 1977), must be emphasised here – just because the power of capital is recognised post-hoc this does not mean that the actor has a full grasp…...
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01 Jan 2010
TL;DR: In this article, the results of a survey on Greek Cypriot students' attitudes toward immigrants and toward those considered as the "enemy-others" (in this context, the Turks and Turkish Cypriots) were analyzed.
Abstract: This paper describes and analyses the results of a survey on Greek Cypriot students' attitudes toward immigrants and toward those considered as the 'enemy-others' (in this context, the Turks and Turkish Cypriots). This investigation is important because issues of immigration seem to be further complicated by the ongoing ethnic conflict between Greek Cypriots and Turkish Cypriots in Cyprus. Although this study does not examine whether attitudes about immigration change as a result of ethnic conflict (or vice versa), it provides an initial mapping to numerically chart the terrain of Greek Cypriot students' tendencies toward both immigrants and 'enemy-others'. The results show that Greek Cypriot students manifest generally negative attitudes toward immigrants and Turks and Turkish Cypriots (although there is a differentiation in the perception of the latter group). It is also shown that Greek Cypriot students prefer the model of separation rather than that of assimilation or integration in their relations with immigrants. Significant differences are identified between the perceptions of: (i) boys and girls; and (ii) younger and older adolescents. The implications for intercultural education both at the policy level and at the level of classroom practice are discussed. It is also suggested that the intersection of (ethnic or other) conflict and immigration and how it is manifest in the context of education requires attention in future research.
22 citations
Dissertation•
17 Oct 2018
TL;DR: This article explored the aspirations of black South Africans who were born after the end of apartheid and found that these young people hold ambitious future aspirations, although these rarely come to fruition, despite the majority of ‘born free’ experiencing poor educational attainment and high levels of unemployment.
Abstract: This thesis explores the aspirations of black South Africans who were born after the end of apartheid. These young people are controversially referred to as the ‘born free’ generation. They were born into a democracy that officially offers them equal opportunities but continues to grapple with a legacy of racial discrimination, spatial segregation and unequal educational provision. Despite the majority of ‘born frees’ experiencing poor educational attainment and high levels of unemployment, existing research indicates that those in this category hold ambitious future aspirations, although these rarely come to fruition. The focus of my work is the aspirations of rural youth and draws upon ten months of ethnographic data collected within a township in Mpumalanga province. It analyses selected curriculum content, observations, focus groups and interviews with two groups of young people – those in their last year of schooling and those two years out of school. Through ethnographic observations in one secondary school in particular, I elucidate how students’ schooling environments relay particular discourses concerning what constitutes a ‘good education’ and what it means to aspire towards a ‘good life.’ Integrating insights from feminist, poststructural and postcolonial theories, I consider how the discourses of the ‘new South Africa’ are transmitted within the schooling environments, homes and wider social and political arenas which these young people occupy, thereby creating and structuring ways for them to speak and think about their futures.
My analysis engages with the shifting attachments that shape how South Africans living in a rural area construct their narratives of the future and demonstrates how these young people’s performances of identity are both spatially constructed and affectively negotiated. By considering the silences and contradictions in their imaginaries, this thesis shows how the discourses through which these imaginaries are constructed create boundaries around ways of being and becoming that are deemed valuable and those that are not. In problematising an understanding of aspiration as an individual disposition, my research demonstrates that the hopes of young, black South Africans are rooted in social and spatial inequalities.
22 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