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 2015
TL;DR: In this article, a socio-culturally and economically distinct urban locales undergoing an ongoing evolution into post-industrial neighbourhoods, and how the young men who inhabit them are exploring and constructing new identities in attempts to transcend the exclusionary logic of postindustrial living.
Abstract: This thesis is about two socio-culturally and economically distinct urban locales undergoing an ongoing evolution into post-industrial neighbourhoods, and how the young men who inhabit them are exploring and constructing new identities in attempts to transcend the exclusionary logic of post-industrial living. In expanding this argument, this thesis has also comparatively considered the ways in which sports-based interventions (SBIs) approach the popular manifestations of local-global transformations (i.e., unemployment, criminal behaviour, and social exclusion) and seeks to alleviate them, and has detailed how my participants experience SBIs and whether they offer a sufficient form of intervention to address the aforementioned symptoms of post-industrial change. Ultimately, this thesis has explained the ‘lived experiences’ of young men residing in the post-industrial inner city and their inevitable attempts at adapting to changes in the socio-cultural economy via their use of an SBI.
The young men described in this thesis are therefore considered cultural products of the changes occurring in the post-industrial metropolis, adapting and responding to macro-sociological changes. Hence, this thesis has uncovered that contemporary, post-industrial youth identities are varied, diverse, and heterogeneous across populations, shaped and fashioned by global social, political, and economic transformations, and the embedded habitus that operate in two distinct post-industrial locales. Youthful experiences of unemployment are therefore not singular or homogeneous across the UK, and neither is there a standardised or consistent youthful subjectivity within these post-industrial neighbourhoods and communities.
In detailing the transformations and evolving practices of young working-class men, this thesis does three things. First, this thesis demonstrates that there is no ‘standardised’ progression through SBIs and beyond. This is because the divergent groups of young men that ‘make use’ of SBIs and the differing cultural contexts, labour markets, and habitus of the de-industrialised urban areas in which they reside results in deviating and opposing post-SBI pathways. Second, the identification of four contrasting ‘types’ of young men means that diverse modalities of SBI work are likely to be more effective for different young men at different stages in their unemployment ‘careers’. Hence, a ‘one-size-fits-all’ approach to SBI policy is hopelessly idealistic and destined to fail in making a considerable impact on structural unemployment. Finally, I conclude that to address the issue of contemporary urban marginality and worklessness, a radical overhaul of SBI work is required. Instead of functioning as a conventional educational arena in which young men are socialised and recalibrated into a preordained social world without consultation, SBIs need to become a transformative context in which its participants recognise and respond to structural impediments and become empowered citizens, ready to challenge and transform society.
19 citations
Cites background from "Learning to Labour: How Working Cla..."
...Much like Willis’ (1977) ‘ear-oles’, in a West Midlands School, they valued forms of education, were enthusiastic about learning, and abided by SBI rules....
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...Finally, the Road Boys, a collective of young males affiliated to a local street gang, outright rejected the help of the SBI programme in favour of eking profit from the lucrative consumer based criminal opportunities that exist in the area, fashioned out of the rapid post-industrial changes in the area over recent years....
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...…of British studies seeking to explore working-class culture during the previous industrial era (e.g., Wilmott and Young, 1957; Beynon, 1973; Willis, 1977; Robins and Cohen, 1978), contemporary research into inner city working-class post-industrial youth remains limited, particularly in…...
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...Finally, intensified stigmatization of working-class communities by wider society is connected to the former processes and the powerful stigma attached to those residing in these ‘no go areas’, and has led to the exclusion of working-class communities both in terms of the labour market and civil society....
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...45 Finally, Willis (1977) assimilates structural processes with cultural formations in an attempt to break from structuralist notions of economic determinism....
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Dissertation•
02 May 2017
18 citations
01 Jan 2017
TL;DR: Avhandlingen kartlagger och analyserar i fyra empiriska artiklar hur elevsubjekt konstrueras i skolans vardag och vilken roll marknadens principer spelar i dessa konstrategies as mentioned in this paper.
Abstract: Avhandlingen kartlagger och analyserar i fyra empiriska artiklar hur elevsubjekt konstrueras i skolans vardag och vilken roll marknadens principer spelar i dessa konstruktioner. I synnerhet fokuser ...
18 citations
Dissertation•
01 Nov 2010
TL;DR: This paper presented a critique of existing studies concerning Black families in Britain and the academic achievement of Black children, and also sought to address existing gaps in the knowledge about Black Africans residing in Britain.
Abstract: Research undertaken within the Sociology of Education frequently highlights concerns about the underachievement of Black students in education and, later, within the labour market. Yet, there are a number of shortcomings associated with research in this area. Firstly, there is a tendency to homogenise the achievement levels of all Black students. Thus observations made about the outcomes of African-Caribbean students are often applied to all other Black groups. When distinctions between African and African Caribbean groups have been made, the achievement levels of students from different African backgrounds are often merged, creating a misleading impression of their different academic outcomes. Secondly, studies seeking to provide explanations for the low attainment levels of Black students are often critical of life within Black families, in particular their assumed use of an „authoritarian‟ parenting style, which is seen as creating psychological problems in children and as hindering their achievement. Effectively, such notions serve to pathologise Black families in Britain. This thesis presents a critique of existing studies concerning Black families in Britain and the academic achievement of Black (African) children, and also seeks to address existing gaps in the knowledge about Black Africans residing in Britain. Life history interviews were conducted with 25 British-Ghanaians who have achieved highly in their academic and professional pursuits. The findings suggest that not all parents adopted an „authoritarian‟ approach when raising their children, and that those who did were influenced by their own socialisation experiences in Ghana. While some respondents experienced some socio-emotional problems resulting from their „authoritarian‟ socialisation, these were generally resolved and did not have a long-term impact on their attainment. The thesis also suggests that the use of discipline, associated with this parenting style, may have had some beneficial effects in relation to respondents‟ academic and professional outcomes.
18 citations
Cites background from "Learning to Labour: How Working Cla..."
...Within the Sociology of Education more attention is given to the reasons behind the academic underachievement of children from poorer families (see for example Evans 2006, Willis 1977)....
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Dissertation•
01 Nov 2015
TL;DR: The authors explored the role reading novels (textual or graphic) played in the survival and desires of LGBTQ (lesbian, gay, bi, trans, queer) students and explored the relationship between reading novels, self-care, trauma, and the development of a queer critical literacy.
Abstract: This thesis explores the role reading novels (textual or graphic) played in the survival and desires of LGBTQ (lesbian, gay, bi, trans, queer) students. At the time this research project was conceived, there were not many psychoanalytic and queer feminist critical literacy research studies concerned with how LGBTQ students were using literacy in relation to self-care and trauma caused by anti-LGBTQ oppression. Also LGBTQ students were frequently being characterized in positivist anti-oppression research as one-dimensional victims who were not exercising any agency, while being told by lesbian and gay celebrities to tolerate unlivable conditions at their schools because a better life in a LGBTQ enclave awaits them. Disempowering research, the unlivable lives LGBTQ students are expected to endure in schools and the need for further queer feminist research into specifically queer and trans critical literacies served as the central motivations for the undertaking of this project. This research study focuses on the ways in which LGBTQ students have come to understand the relationships between reading novels, self-care, trauma, and the development of a queer critical literacy. Narrative inquiry, autoethnography, and creative analytic practices were the methodologies used in this project. The data for this research was collected using qualitative iii methods. The participants agreed to answer questions in a semi-structured interview and also wrote responses to a few reading journal questions after they had been interviewed. All of this qualitative data was analyzed using psychoanalytic, queer, post-structuralist, and integrative feminist theories. The author represented the insights and the process of this research study creatively in a synopsis of a proposed fictional graphic fantasy novel. Graphic novels and fantasy textual novels were prominent in the qualitative data which led the author to choose those forms for a proposed fictional story. This thesis worked to reveal insights about reading and self-care for LGBTQ students through both conventional qualitative research methods and by proposing a creative representation of the research while looking toward developing a queer world making project based on the findings of the entire project.
18 citations
Cites background from "Learning to Labour: How Working Cla..."
...Keith Cohen and Paula Cohen....
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...The work of Paulo Freire is the most relevant, critical starting point in curriculum studies for this particular, proposed project....
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...Scholars in the field of curriculum studies including Britzman (1991; 1995; 1998), Bruner (1962; 1977; 1990), Ellsworth (1989; 1997), Freire (1970), Kincheloe and Steinberg (1997), Pinar (1988), and Willis (1980) have asked some of the following questions: “What is learning and education?”...
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...I turn to Paul Willis whose explorations of symbolic creativity in Common Culture: Symbolic Work at play in the everyday cultures of the young (1990) offer a less problematic frame for the way I am thinking about what I and the participants were doing with fictional novels....
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...I turn to Paul Willis whose explorations of symbolic creativity in Common Culture: Symbolic Work at play in the everyday cultures of the young (1990) offer a less problematic frame for the way I am thinking about what I and the participants were doing with fictional novels. Willis (1990) defines symbolic creativity as:...
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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