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.
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TL;DR: The authors report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the Pacific region.
Abstract: The primary objective of this paper is to report on two teacher educators’ development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers’ work during student teachers’ first full-time experience of teaching in diverse schools in a major city in the Pacific region. The framework builds from a critical re-constructionist perspective and aims to raise student teachers’ critical consciousness of social and economic injustice, human rights, and defects in schooling and inspire a resolve to act on them to promote social justice (Bajaj 2008). Adopting an action research methodology, the authors/instructors assessed student teachers’ perceptions of their learning after a two-hour workshop that introduced a social justice and peace education framework. Secondary student teachers participated in workshops in two consecutive years. Student teachers reported positive outcomes from the workshop in Likert scale responses ...
22 citations
Cites background from "Learning to Labour: How Working Cla..."
...…place in other locations globally, and we would welcome ideas for collaboration across nations with other teacher educators, who, like us, are committed to positive change and believe schools and classrooms are social spaces that can be ‘sites for social and cultural transformation’ (Willis 1977)....
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TL;DR: This article explored the role of what the students describe as "bullshit" as both a form of resistance as well as a key lesson in the process of becoming elite while disguising the appearance of unearned privilege.
Abstract: Resistance is typically framed around the experiences of youth with oppression within institutions and through “intersecting” systems of domination. Resistance among those who benefit the most from current institutional arrangements, like students attending elite schools, has rarely been considered in how resistance is theorized. This postcard is based on two years of ethnographic research into the process by which students at one elite boarding school internalize elite status and convince themselves that they deserve the privileges of an elite education. Drawing on interview and focus group data, I explore the role of what the students describe as “bullshit” as both a form of resistance as well as a key lesson in the process of becoming elite while disguising the appearance of unearned privilege. I draw a parallel between “having a laff” as a form of working class resistance, and bullshit as a form of resistance among ruling elites.
22 citations
TL;DR: The authors look at the ways in which qualitative inquiry is currently positioned in policy debate and reflect on whether or not a different form of "experimentalism" could generate a different knowledge about what might work.
Abstract: Qualitative inquiry largely stands outside the current policy focus on experimental results—the “what works” agenda. Yet thinking and doing things differently—another form of experiment—could be more prominent in critical qualitative inquiry. The article will look at the ways in which qualitative inquiry is currently positioned in policy debate and reflect on whether or not a different form of “experimentalism” could generate a different form of knowledge about what “might work.”
22 citations
Cites background from "Learning to Labour: How Working Cla..."
...A significant illustration might be the cumulative work of researchers such as Hargreaves (1967), P. Jackson (1971), Willis (1979), McNeil (1986), McLaren (1989), Delpit (1995), and Lipman (2004), on the social organization of schooling and its impact on disadvantaged groups....
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01 Jan 2015
TL;DR: In this article, acknowledgements and acknowledgements are given for the work presented in this article. And a list of tables and figures of figures are presented. But they are not discussed.
Abstract: .............................................................................................iii Acknowledgements ..................................................................................iv List of Tables .......................................................................................viii List of Figures .......................................................................................ix Chapter
21 citations
TL;DR: This article explored the combination of education and affirmative action in challenging historic inequalities faced by adivasis or indigenous peoples living in a remote region of Eastern India and showed how the combined effects of education, affirmative action can act as a "contradictory resource".
Abstract: This article explores the combination of education and affirmative action in challenging historic inequalities faced by adivasis or indigenous peoples living in a remote region of Eastern India. We show how the combined effects of education and affirmative action can act as a ‘contradictory resource’. On the one hand, policies of affirmative action are enabling young educated adivasis – the children of subsistence farmers and manual labourers – to benefit from the creation of new, rural state jobs. We show how without affirmative action such jobs may well have been monopolized by a local elite of higher castes. On the other hand, we argue several conservative processes have accompanied these changes. First, the reserved jobs secured by adivasis are relatively badly paid and insecure. Second, these jobs have not enabled relative progress for adivasis vis-a-vis traditional elites who are moving out of rural areas and diversifying their livelihoods. Third, young educated adivasis have begun to emulate the norms, values and ways of life of the local elite. This ‘culture of emulation’ is fostering new inequalities between educated adivasis and their poorer kin, who face increasing proletarianisation. The contradictory resource, we argue, concerns not only inequalities in accessing certain jobs, but also the creation of new forms of differentiation among historically marginalised people. We conclude by setting these findings within the wider complex relations emerging between caste, ethnicity and class in contemporary India.
21 citations
Cites background from "Learning to Labour: How Working Cla..."
...In Learning to Labour, Willis (1978) showed why working-class kids got working-class jobs....
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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