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 Jun 2016
TL;DR: In this paper, the authors define the term GYPSY/TRAVELLER and define the concept of the term gysy/travellers.
Abstract: 5 CHAPTER ONE 6 INTRODUCTION 6 AIMS AND OBJECTIVES 11 WHY GYPSY/TRAVELLERS? 12 THE CONTEXT OF THIS PROJECT 19 Key Factor One: Nomadism and Sedentarism 19 Key Factor Two: Neo-Liberal Education Policy 20 SPATIAL THEORY – THEORETICAL FRAMEWORK 22 DEFINING THE TERM GYPSY/TRAVELLER 26 THE EMPIRICAL DATA 29 OUTLINE OF CHAPTERS 30 CHAPTER TWO 36 SCHOOLING THE CITIZEN: THE NATION STATE, SEDENTARISM AND NOMADISM 36 INTRODUCTION 36 THE BIRTH OF MASS SCHOOLING 40 THE ‘OTHERING’ OF GYPSY/TRAVELLERS 46 ASSIMILATION AND SEDENTARISM 53 NOMADIC LEARNING AND THE PROVISION OF MAINSTREAM SCHOOLING 60 FINAL SYNTHESIS 70 CHAPTER THREE 74 NEO-LIBERALISM AND THE PRIVATISATION OF SCHOOL AND EDUCATION: AN EROSION OF EDUCATIONAL SOCIAL JUSTICE? 74 INTRODUCTION 74 THE 1988 ERA – LAYING NEO-LIBERAL FOUNDATIONS 79 CEMENTING THE NEO-LIBERAL IDENTITY 88 PERFORMATIVITY VERSUS SOCIAL JUSTICE 92 CAN THINGS CHANGE? 99 FINAL SYNTHESIS 103 CHAPTER FOUR 108 THEORETICAL FRAMEWORK: THE SPATIAL CONTEXT OF SOCIAL RELATIONS 108 INTRODUCTION 108 THE SPATIAL TURN 111 UNDERSTANDING ‘SPACE’ AND ‘PLACE’ 116 THE CONCEPTION OF SOCIAL SPACE 127 THE SOCIO-SPATIAL DIMENSION OF SCHOOL 135 A TIME FOR CHANGE 144 FINAL SYNOPSIS 148 CHAPTER FIVE 152 METHODOLOGY 152
18 citations
TL;DR: In this article, the authors explore the intersection among social exclusion, gender, and access to education through the narratives of young women and girls living in poverty and experiencing homelessness in Canada, and provide interpretive insights into the social and cultural dimensions of schooling.
Abstract: Based on an exploratory study of the intersection among social exclusion, gender, and access to education, this article documents interpretive insights into the social and cultural dimensions of schooling through the narrative accounts of young women and girls living in poverty and experiencing homelessness in Canada. Having recognized the challenges of the public education system to meet the varying needs of a diverse student body, the declarations of these girls shed much-needed analytic light on the multiple factors mediating the issue of access, social and economic constraints, and alienation from teaching and learning environments faced by homeless young women and girls in the educational arena. Consequently, they shift our attention away from notions of individualized failure in school to a structural and gendered critique of “access” in education, and bring into relief important questions about justice and social equality in Canada.
18 citations
TL;DR: In this paper, the authors investigated the prevailing social inertia of vocational training and found that a particular version of happiness was normalised which ruled out non-heterosexual and female students.
Abstract: This article investigates the prevailing social inertia of vocational training. Previous research indicates that gendered social norms contribute to sustaining gender segregation. Few studies, however, have paid attention to how the interplay of emotional and material factors impact on gender norms in vocational training. The article builds on an ethnographic study in a Swedish upper-secondary educational programme traditionally dominated by masculinity norms, namely the Building and Construction programme. Employing Sara Ahmed's notion of happy objects, the article centres on vocational students' expressed joy in the practical work and shows how joy contributes to sustaining and challenging dominant masculinity patterns. Though students enjoyed practical work, the study indicates that a particular version of happiness was normalised which ruled out non-heterosexual and female students. The article suggests that further studies of social inertia in vocational training need to account for the interconnecte...
18 citations
Dissertation•
01 Jan 2017
18 citations
TL;DR: The authors discusses the employability of graduates from several academic areas and discusses the impact of education on the employment of the young skilled in the Portuguese economy, which is a potential factor in economic development.
Abstract: The efforts made by most countries to accelerate economic development have included a significant investment in education. It has been argued that investment in education, particularly higher education, was itself a potential factor in economic development. Education has become a relatively easy means of improving access to the labour market. However, in Portugal, the recent trend has been reversed, and the country now faces a growing number of university graduates in several fields of education and training that do not have a job based on their formal qualifications. Despite the differences of unemployment by area of education and training, unemployment of the young skilled has been a problem in recent years. Therefore, following this unemployment trend, there has been growing the exodus of highly skilled professionals from the Portuguese economy, leaving it with a reduced supply of skilled people. This article discusses the employability of graduates from several academic areas and discusses the...
18 citations
Cites background from "Learning to Labour: How Working Cla..."
...For other authors, the reproductive role of the school is so visible that the children of the ‘working class’ get the ‘working class’ jobs (Willis, 1977)....
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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