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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01 Jan 2014
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...…not meekly accept their given roles as passive consumers in the classroom, instead engaging in acts of oppositional behavior to resist institutional power, avoid assimilating to dominant cultural norms, and/or protect their own cultural identities (Giroux, 1983; 21 McLaren, 1989/2002, Willis 1977)....
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01 Jan 2017
TL;DR: The authors provide a review of career education and guidance in Southern Europe and the Middle East and North Africa Region, presenting a multi-faceted portrayal of the situation in each country as well as overviews of crosscutting themes that are especially relevant to context, such as women's career development in the Arab states, job placement support for refugees, and the impact of faith on livelihood planning.
Abstract: Perhaps no other challenge preoccupies governments and citizens in the Mediterranean region than the mass unemployment of young people, many of who have invested in higher education in the hope that ability and effort lead to fulfilling lives. Transitions to independent adulthood are, however, frustratingly long drawn-out, and often jeopardised by labour markets that are neither youth-friendly nor meritocratic. While such challenges require structural responses at the macro-economic level, career education and guidance have an important role to play in addressing both the public and private good, and in furthering the social justice agenda. This volume provides a review of career education and guidance in Southern Europe and the Middle East and North Africa Region, presenting a multi-faceted portrayal of the situation in each country as well as overviews of cross-cutting themes that are especially relevant to context, such as women's career development in the Arab states, job placement support for refugees, and the impact of faith on livelihood planning.
19 citations
TL;DR: In this paper, the meshing of human and animal identities, where both wild and domestic animals represent human partners and counterparts, is examined in the context of East African pastoralists.
Abstract: Human identities are often conceived in counter-position to objects outside the individual or the collective self with which lines of affinity or opposition, or the blurring together of both, run. Selfhood itself is forged out of the experience of “alterity” through encounters with diverse “others” with whom we identify or differentiate ourselves. With reference to the experience of East African pastoralists, this paper examines the meshing of human and animal identities, where both wild and domestic animals represent human partners and counterparts. Semiotic theories propose that there are two opposed sign functions, based on relations of contiguity and similarity. Domestic animals are “part of,” but often serve as metaphors for, pastoralist societies. Both functions describe forms of human/animal “similitudes,” via large affinities as people are seen as like, as or together with domestic animals, or via small and intimate affinities, built up through sensual experience. Sacrifice creates the ultimate in...
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...…and introjected by each of us, regarding who we are and by contrast who others are, whether in an East African system of peasant farmers, hunters, and pastoralists (Galaty, 1982), or the lords and serfs, workers, and owners that defined feudalism and still define capitalism (see Willis, 1977)....
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Dissertation•
01 Nov 2009
TL;DR: In this article, a qualitative research study focused on the development of citizenship education in one particular primary school by exploring the views and experiences of the whole school community -pupils, teachers and parents on citizenship and education.
Abstract: This qualitative research study focuses on the development of citizenship education
in one particular primary school by exploring the views and experiences of the
whole school community - pupils, teachers and parents on citizenship and
education The first part of this study explores the various philosophical theories
which lie behind citizenship as a concept and, later, examines the interconnectedness
of citizenship, democracy and education from a theoretical perspective The second
part of this thesis is a case study analysis of the understandings, perceptions and
experiences of one particular primary school community of the development of
citizenship education The findings of the participatory sessions carried out with the
children and the one-to-one interviews conducted with the teachers and parents on
issues related to the development of citizenship education are analysed in the context
of the literature reviewed The outcomes of the study are presented and some
recommendations for the successful development of citizenship education in terms
of practice, policy and research are proposed
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...Thus, Willis (1977) notes, pupil resistance, rather than school structure, is central to our understanding of how the hidden curriculum may result in the reproduction of cultural inequalities....
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...Thus, Willis (1977) notes, pupil resistance, rather than school structure, is central to our...
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Dissertation•
01 Jan 2010
TL;DR: In this paper, a qualitative analysis of interviews with 28 soldiers and officers who are approaching exit after lengthy careers is provided. But little is known about how coming out of the British Army is individually experienced and understood, or what processes of change take place.
Abstract: Career soldiers exiting the British Army undergo routine “resettlement” processes to tackle their adjustment into civilian employment. This is a transition made by thousands of leavers each year, but little is known about how coming out of the Army is individually experienced and understood, or what processes of change take place. This thesis provides a qualitative analysis of interviews with 28 (male and female) soldiers and officers who are approaching exit after lengthy careers. In particular, it foregrounds the concept of identity to investigate how such leavers narrate past service and anticipated futures beyond Army relations. The leavers continue to work in all parts of the Army and range in rank from Corporal to Colonel, with service of between 10 and 34 years. Some are leaving early for other ventures; some for medical reasons; and others, because the Army no longer accords. Most, however, are realising scheduled and pensionable endings. With reference to George Herbert Mead (1934; 1959) and Paul Ricoeur (1992) the research applies an inter-subjective conception of identity as forever a “becoming” rooted in social relations. By adopting this approach the thesis explores both gradual and dramatic processes of identity (re)construction and brings into some focus precarious and contingent aspects of identity, suggestive of vulnerability both as a kind of occupational hazard and as an inherent feature of identities-of-becoming.
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