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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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Book ChapterDOI
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

Journal ArticleDOI
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

Journal ArticleDOI
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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Journal ArticleDOI
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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Journal ArticleDOI
28 Apr 2021
TL;DR: In this article, the authors consider how the traditional concept of career retains its power in an age of contingency, short-termism and gig work, and introduce and explicate the concept of "career" to answer this question.
Abstract: This essay considers how the traditional concept of career retains its power in an age of contingency, short-termism and gig work. To answer this question, it introduces and explicates the concept ...

14 citations

Dissertation
01 Feb 2017
TL;DR: The authors examined the relationship between trainee teachers' social class backgrounds and their early professional identity development in placement schools and found that trainees prefer to train in what they perceive to be successful schools.
Abstract: This thesis examines the relationship between trainee teachers’ social class backgrounds and their early professional identity development in placement schools. Reasons why they seek to train in specific schools and how trainees’ social class backgrounds affect their choice of placement schools is explored. The concepts of dispositional understanding and habitus are used to develop an understanding of the social class values trainee teachers bring to an initial teacher training course and consequently, how these concepts are made manifest during training placements. My epistemological position as a qualitative researcher defines the framework for how I gather and interpret my data. Using interviews that explore social backgrounds and details of placement experiences provides data that is rich in personal detail, as well as giving insight into how trainees perceive their training placements and early career professional identity development. The findings indicate that trainees research their school-based placements in order to ensure that they have an increased chance of successfully completing their training. This leads to trainees preferring placements in what they perceive to be successful schools. Making such choices reduces the potential for failure through coming into contact with school students who may, through the trainees’ perceptions of such students, disrupt trainees’ progress. In doing so, they seek to detach themselves from students whom they perceive may damage their chances of successfully completing placements and ultimately, their entry into teaching. Analysis of trainees’ recall of taught elements of their training reveals that they privilege information relating to ethnicity, race, gender or religion over students’ socio-economic status. Finally, analysis of policy shows that with future changes to initial teacher training there are implications for courses due to elimination and recruitment to schools in areas of social deprivation.

14 citations

Journal ArticleDOI
TL;DR: Whitty as mentioned in this paper admits that there were times during his ten-year tenure as the Institute of Education (IOE) Director when he was distracted from sociology of education by administrative and financial preoccupations.
Abstract: Soon after I was appointed as Director of the Institute of Education, University of London in 2000, someone referred to me as ‘Geoff Whitty, who used to be a sociologist of education’. As the post of Director at IOE is roughly equivalent to President and Provost combined in a US higher education institution such as Teachers College Columbia, I have to admit that there were times during my ten-year tenure as Director when I was distracted from sociology of education by administrative and financial preoccupations.

14 citations

Dissertation
01 May 2015
TL;DR: This article investigated the everyday experiences of subcultural participants in the Dutch punk scene, tracing its emergences and development and mapping it historically and spatially. But they also pointed out the artificiality of a number of boundaries and argued for an approach to social research that recognises the'messiness' and 'connectedness' of the social world.
Abstract: This thesis investigates the everyday experiences of subcultural participants. It takes as its focus the Dutch punk scene, tracing its emergences and development and mapping it historically and spatially. It explores the meanings attached to punk by its participants past and present. If further situates punk as part of participants’ wider lives, in particular in their mobility, connectivity, political engagements and life choices. This thesis speaks to several areas of enquiry. It most prominently contributes to subcultural debates, as well as the emerging field of ‘punk studies’. However the research presented here also has implications for discussions of globalisation, particularly in terms of cultural flow and the effect on local scene ‘boundaries’. It further contributes to conceptual developments of political activity in a world with ever more emphasis on individualised choice. This is an ethnographic project. The arguments presented in this thesis are the result of fieldwork undertaken between July 2010 and April 2011. Data include semi-structured interviews with thirty-three participants of the Dutch punk scene, both past and present. Interview data is further contextualised with a fieldwork diary based on participant observation. As a result of this research, this thesis argues for an approach to social research that recognises the ‘messiness’ and the ‘connectedness’ of the social world. In order to unpick how punk operates and what meanings it has for members, we must understand the wider social, cultural and economic context in which subcultures – and their participants – are embedded. The thesis concludes that in order to productively conceptualise punk we must recognised the artificiality of a number of boundaries. By widening the lens of what punk is, by realising its global context, and by broadening our definition of politics, we will better understand the everyday meaning of punk to its participants around the world.

14 citations

01 Jan 2011
TL;DR: In this paper, the authors identify the myths and realities surrounding the emergence of youth gangs in the UK in order to determine whether the media is fuelling a moral panic which in turn has led to inappropriate responses by the government.
Abstract: The emergence of youth gangs in the UK in recent years has resulted in heightened media attention of the group, with sensationalised headlines appearing in newspapers relating to violent gang crimes which have led to the deaths of many young people. This has resulted in the fear of groups of young people within communities, as well as a multitude of government responses. The aim of this dissertation was to identify the myths and realities surrounding the emergence of youth gangs in the UK in order to determine whether the media is fuelling a moral panic which in turn has led to inappropriate responses by the government. A literary based approach was utilised for this research in order to ascertain whether it is appropriate to apply the wide range of US literature to the UK situation. The research focuses on the varying definitions of youth gangs, followed by an analysis of both US and UK subcultural explanations of the emergence of gangs and finally a look at how media moral panics influence government initiatives. The research concludes that youth gangs do exist in the UK, however, due to gaps in research and a lack of reliable empirical evidence, along with the influence of the media’s involvement; it is found that government responses are failing to address the needs of youths involved in gangs. Recommendations are also made, suggesting further areas for research as well as improvements which could be made to government policy and initiatives.

14 citations