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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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
Cites background or result from "Learning to Labour: How Working Cla..."
...In some of these studies, such differences result in student disengagement from school (e.g., Willis, 1977)....
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...Over time, these competing allegiances may severely constrain student engagement in school, heighten ambivalence, and increase disidentification (Eckert, 1989; Fordham & Ogbu, 1986; McLeod & Yates, 2006; Willis, 1977)....
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...These forms are manifest in mismatches between students’ individual and/ or collective identities and the habits and norms privileged by schools (Barron, 2006; Fordham & Ogbu, 1986; Ogbu, 1995; Willis, 1977)....
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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
Cites background from "Learning to Labour: How Working Cla..."
...…intense segregation by race and poverty (Orfield, 1998) tend to have schools that are overcrowded and understaffed, face high teacher and staff turnover, and are plagued by violence and hostile peer cultures (García-Coll & Magnuson, 1997; Mehan, Villanueva, Hubbard, & Lintz, 1996; Willis, 1977)....
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References
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TL;DR: The authors show that acknowledgement of learning something is necessarily the acknowledgement of the prior ignorance about it due to difference, under-appreciating domestic minorities' cultural differences in the host society.
Abstract: This article shows ethnographically the process of learning as othering in study abroad: acknowledgement of ‘learning’ through immersion – without clear structure or markers of learning – constructs cultural difference of the host society. It is because acknowledgement of learning something is necessarily the acknowledgement of the prior ignorance about it due to difference. Study abroad thus privileges particular types of difference in the name of learning them, under-appreciating domestic minorities’ cultural differences.
15 citations
31 Dec 2015
TL;DR: In this article, a qualitative exploratory study that uses focus groups and arts-based research to examine students' talk about their experiences at one higher education institution (HEI) in London, UK.
Abstract: This is a qualitative exploratory study that uses focus groups and arts-based research to examine students’ talk about their experiences at one higher education institution (HEI) in London, UK. The study investigates the development and impact of a market-driven approach to HEIs including social policy discourses and measures of student experience, such as the National Student Survey (NSS). These constructions of student experience are examined with regard to narrative accounts given by undergraduate and postgraduate students of their everyday lives within the study university.
Drawing from critical feminist scholarship into experience and adopting a relational approach and a psychosocial view of the self, this thesis proposes alternative temporal and affective understandings of student lives that are frequently marginalised within the market-driven discourse of higher education. The thesis describes how the differential and changing identities of students have consequences for their day-to-day lives and relationships in ways that are not captured by neo-liberal appraisals and metrics.
The findings of the thesis contribute to sociological knowledge and debates on student experience by bringing into dialogue market-driven discourses and other fields of knowledge, such as student mental health research that constitutes a frequently marginalised facet of student life. The discussion contends that student ‘satisfaction’ does not necessarily equate with student or educational well-being and this conclusion has wider implications for the ways in which student experience is recognised and assessed.
15 citations
DOI•
01 Jan 2018
TL;DR: In this article, the authors present a Table of Table of Contents of the Table of contents of the paper "A Table of the Contents of Table 1.1" and Table 2.
Abstract: ................................................................................................................................... iii Lay Summary ........................................................................................................................... v Preface ...................................................................................................................................... vi Table of
15 citations
Dissertation•
01 Dec 2015
15 citations
01 Jan 2016
TL;DR: Wang et al. as discussed by the authors described the transition story of a researcher in higher education as a pathway to advancement in China and provided a transition story based on her transition story.
Abstract: ...................................................................................................................... iii Acknowledgements ..................................................................................................... vi Table of Content ....................................................................................................... viii List of Tables ............................................................................................................. xv List of Figures ........................................................................................................... xvi Chapter 1: Introduction .............................................................................................. 18 Education as a Pathway to Advancement .............................................................. 19 Background: Chinese Economic Reform and the Expansion of Higher Education ........................................................................................................... 21 Background: Higher Education and Employability in China ............................ 25 Marriage Trends in China ...................................................................................... 34 Love and Marriage in Contemporary China ...................................................... 34 Education, Gender and Marital Roles ................................................................ 39 Thesis Structure ..................................................................................................... 42 Chapter 2 Research Methodology and Fieldwork ..................................................... 46 My Transition Story ............................................................................................... 47 Positioning the Researcher ..................................................................................... 53 Fieldwork ............................................................................................................... 55 Research Site and Participants ........................................................................... 55 Semi-structured Interviews ................................................................................ 60
15 citations