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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Dissertation•
01 Jan 2009
TL;DR: In this article, the authors argue that the reduction of importance of the Italian nation-state, in relation to the emerging supra European Union state, renders much of Palermitan distinctiveness less relevant both economically and culturally.
Abstract: In this thesis, I argue that while Palermo and Sicily, must be understood in the context of both Mediterranean and Italian ethnography, the unique factors which lead to the subordinate economic position of Sicily have also resulted in distinct ethnic and identity politics. Ultimately, however, I suggest that the reduction of importance of the Italian nation-state, in relation to the emerging supra European Union state, renders much of Palermitan distinctiveness less relevant both economically and culturally. Although Italy’s North/South division is primarily based on economic criteria, the transformation of the poor economic conditions of the Italian south into a cultural issue helps perpetuate stereotypes which fuels tensions between the North and the South. Recent ethnic conflicts in Europe, as well as conflict over European Union expansion, have questioned the stability of national borders and have rendered research on national identity both timely and necessary. This anthropological study, carried out in Palermo, the capital of the autonomous region of Sicily, precisely addresses processes of national integration by critically assessing concepts and topics which have marked the anthropology of the Mediterranean. In addition to providing an ethnographic contribution of the particularities of Palermitan ethnic and identity construction, this thesis aims to deconstruct stereotypes that misrepresent Sicilian society. Palermo and its residents are shaped through relationships of unequal power between the centre and the periphery. Sicily’s integration into the European Union, paradoxically, appears to resolve several ongoing issues of national integration.
One of the principle conceptual tropes of Mediterranean anthropology has been the honour/shame debates popular from the 1960s. I argue that while such debates have served a variety of fruitful purposes, they neglect the complexities of contemporary Sicily. Instead, I concentrate on the conceptual cluster of honour, the family, social networks and power, as the means by which different levels of society interact, in order to better explain the dynamic relationship between local and national identity. I examine the ways in which the local and the national contrast with one another and how out of such contrasts emerges an identifiable Sicilian, if not Palermitan, identity. The thesis is based on data produced during extended field research in Palermo from April 2005 until August 2006 as well as brief subsequent visits in 2008.
19 citations
Cites methods from "Learning to Labour: How Working Cla..."
...Argyrou also demonstrated that the uniqueness of Mediterranean values is ‘not unique’ after all (1996: 158) by using the work of Bourdieu on the identity of French working-class men (1984) and Willis’ (1981) study of working-class high school boys in England....
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Book•
12 Sep 2010
TL;DR: The authors argued that the theoretical and critical study of the formative role of warfare was neglected in inverse proportion to the academic effort devoted to war during the 20th century, and argued that this critical and theoretical avoidance was a function of the confluence of material conditions, the Cold War for instance, with the academic perception of society as generally peaceful, a perception largely based in the influence of Marx and Spencer.
Abstract: The central thesis of this dissertation is that war and militarism have been formative in the development of Western education from its inception in Classical Greece until the present. The secondary thesis is that the formative influence of warfare on education and on society more generally was neglected by the AngloAmerican academy during the twentieth century. This is not to suggest that twentieth century AngloAmerican scholarship and research was not war related. Rather, it is to suggest that the theoretical and critical study of the formative role of warfare was neglected in inverse proportion to the academic effort devoted to war during that century. The author posits that this critical and theoretical avoidance was a function of the confluence of material conditions, the Cold War for instance, with the academic perception of society as generally peaceful, a perception largely based in the influence of Marx and Spencer. This neglect is compared to the formative role assigned to warfare in the early twentieth century German academy, to war as a theme central to twentieth century American literature, and to the focus on war in French poststructural theory. Chapter 1 is comprised of a brief history of the academic construction of warfare in the twentieth century. The author proffers some reasons for the war aporias that he locates in the AngloAmerican academy. The second chapter outlines method. Chapters 3 and 4 are devoted to a theoretical analysis of the development of mass media, the state, mass schooling, mass warfare and education. The author posits that war was totally blended into quotidian existence between ~ 1870 and the end of the twentieth century. The influence of military considerations on the development of the research university is explicated by
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...This educational system (machinic assemblage) by controlling class access and forcing those who change class to emulate preset behaviours and affect, effectively policed (regularized) subjectivity (cf. Apple, 1982; Willis, 1977; Bourdieux, 1990; Bowles and Gintis, 1976; Goffman, 1959)....
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01 Jan 2011
TL;DR: Although leadership is deemed to matter, scholars seldom pay attention to the phenomenon itself, as it is happening as mentioned in this paper, but there is a lack of vocabulary for expressing what happens in leadership.
Abstract: Although leadership is deemed to matter, scholars seldom pay attention to the phenomenon itself, as it is happening. Hence definitions abound, but there is a lack of vocabulary for expressing what ...
19 citations
TL;DR: In this paper, the influence of social network characteristics on adolescent sexual victimization has been investigated and two competing hypotheses have been proposed: popularity within a network insulates females from sexual victimisation and that popularity may increase exposure to delinquent others and facilitate sexual exploitation.
Abstract: Though a large body of research has found that peer social network characteristics influence both offending and victimization, relatively little is known about the influence of social network characteristics on adolescent sexual victimization. Attractiveness and sociability largely indicate popularity for teenage females, which in turn leads to earlier onset of dating, greater dating options, and potential risk of sexual victimization—an observation not tested in the criminological and criminal justice literature. We suggest and evaluate 2 competing hypotheses: that popularity within a network insulates females from sexual victimization and that popularity may increase exposure to delinquent others and facilitate sexual victimization. Results suggest that popularity does not have a consistent effect but instead that its role is conditioned by the deviance of the network. Popularity is associated with an increase in the likelihood of victimization when peer deviance is high but with a decrease when peer de...
19 citations
TL;DR: In this article, evidence gathered in 20 firms, matched by size and business sector, in each of three Central Asia cities (Almaty in Kazakhstan, Bishkek in Kyrgyzstan, and Samarkand in Uzbekistan) was used to identify how families that were advantaged under the old (communist) system were continuing to reproduce their advantages intergenerationally.
Abstract: This paper is based on evidence gathered in 20 firms, matched by size and business sector, in each of three Central Asia cities — Almaty in Kazakhstan, Bishkek in Kyrgyzstan, and Samarkand in Uzbekistan. In each firm the owner(s) and/or senior managers supplied information about the business, focusing on methods of recruitment, training, and employee career development. Parallel questionnaire surveys gathered information about the family and educational backgrounds, and labour market and employment biographies, of all the young (up to age 30) employees in each of the 20 companies. A total of 1,402 young employees completed questionnaires, and from these, eight per city, with equal numbers of males and females, with and without higher education, were subsequently interviewed in depth. The evidence is used to identify how families that were advantaged under the old (communist) system were continuing to reproduce their advantages inter-generationally. It is shown that this was mainly, though not entirely, vi...
19 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