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: In this article, the authors focus on young Russian-speaking migrants' day-to-day institutional encounters with labour market activation policies in Finland and present an analysis that contributes to the discussion on labour a...
Abstract: The article focuses on young Russian-speaking migrants’ day-to-day institutional encounters with labour market activation policies in Finland. The analysis contributes to the discussion on labour a...
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...To continue the logic of Willis (1977) and McDowell (2000), I argue that in the context of workfare reforms young people are ‘taught to labour’ and ‘taught to serve’ through being funnelled into gendered labour markets....
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Dissertation•
01 Jun 2016
TL;DR: This article examined the experience of psychology students and graduates in the transition from higher education to employment using interpretative phenomenological analysis (IPA) and thematic analysis (TA) of in-depth semi-structured individual interviews.
Abstract: The experience of psychology students and graduates in the transition from higher education to employment is examined using interpretative phenomenological analysis (IPA) and thematic analysis (TA) of in-depth semi-structured individual interviews. Four students were interviewed near the beginning and again near the end of their sandwich placement year, and five graduates were interviewed shortly after graduation and again two years on. A literature review of studies of the graduate transition revealed a relative lack of qualitative studies and in particular few studies reflecting the circumstances of contemporary British psychology students and graduates and few longitudinal studies. The research is located additionally in literature concerned with graduate employability, the psychology of change and transition, vocation and identity, development in early adulthood, the development of epistemological reasoning, participation in communities of practice, the development of epistemic virtue, phronesis and ontological development. Graduate interviews are analysed case-by-case and placement student interviews are grouped thematically. Ambition to enter clinical psychology is discussed as part of a strong career focus as well as issues of power and identity. The role of work experience, both as a graduate and on undergraduate placement emerges as a transformative force, much more so than higher education, which is experienced as enabling at best rather than transforming. Higher education is experienced in a range of ways from a source of a career credential to training for enframing in the Heideggerian sense, but rarely as ontologically significant. In conclusion the advantages of professional level work experience and a vocational direction are advocated to facilitate a transformative ontological turn in undergraduate education.
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...There are some hurdles to be overcome, Rada notes that you have to attend full-time every day and this ‘learning to labour’ aspect (Willis, 1977) can be a shock to start with....
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01 Jan 2011
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...…2010: 74) While youth is commonly considered an age of rebellion and sexual experimentation, this kind of deviance which undermines social advancement, may be particularly evident in working-class youths who see this as an expression of allegiance to their working-class communities (Willis 1977)....
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...While youth is commonly considered an age of rebellion and sexual experimentation, this kind of deviance which undermines social advancement, may be particularly evident in working-class youths who see this as an expression of allegiance to their working-class communities (Willis 1977)....
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TL;DR: This article explored how a sample of state-defined "prolific" offenders living in Northern City (a small city in the North of England) experience and respond to a surveillance regime which includes "appointments", "tracking", "interviews", "drug testing", "electronic monitoring", "home visits", and "intelligence-led policing".
Abstract: This article uses ethnographic research to explore how a sample of state-defined ‘prolific’ offenders living in Northern City (a small city in the North of England) experience and respond to a surveillance regime which includes ‘appointments’, ‘tracking’, ‘interviews’, ‘drug testing’, ‘electronic monitoring’, ‘home visits’ and ‘intelligence-led policing’. While some writers have argued that the experience of ‘house arrest’ and electronic monitoring is consistent with ‘disciplinary power’ and the ‘self-governing capabilities’ identified by Foucault, our article interweaves surveillance theory with the work of Pierre Bourdieu to argue that the ‘surveilled’ are a group of creative ‘social actors’ who may negotiate, modify, evade or contest surveillance practices.
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...These findings echo the work of ‘social reproduction’ theorists (Willis, 1977) who have argued that while structures may oppress agents, social agents themselves may also ‘contribute in a pyrrhic fashion to their exclusion and oppression’ (Young, 2007: 52–53)....
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TL;DR: This article argued for a change in the way schooling authorities construct and respond to the phenomenon of "disengaged", "at risk", "dangerous" and "sick" youth who have become a focal point for official interventions that may be punitive or therapeutic or medical.
Abstract: Contemporary global economic contexts are shaped by a neo-liberal paradigm of hyper-individualism and meritocracy strongly influencing national policies in education and welfare. As social safety nets diminish, citizens are expected to be more personally accountable. This creates challenges for the poor and marginalised who are positionally disadvantaged in highly competitive neo-capitalist economies. Young people from such social categories are particularly vulnerable. Resource poor, many struggle to connect with schools and find meaning in a world that has relegated them to the margins. They make up the apparently growing numbers of ‘disengaged’, ‘at risk’, ‘dangerous’ and ‘sick’ youth who have become a focal point for official interventions that may be punitive and/or therapeutic or medical. Drawing upon the contrasting perspectives of teaching staff and youth workers in one Australian state, this article argues for a change in the way schooling authorities construct and respond to the phenomen...
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...…argued for some time that most of the young people categorised as ‘disengaged’ tend to come from marginalised and/or low socio-economic backgrounds (see, for example, Abrams 2010; Connell 1993; Kane 2011; Mills and McGregor 2014; Willis 1977), such measures have serious social justice implications....
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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