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: In this article, an antistrophon is used to expose elite schools' success metrics, both private and public, and to turn an argument against itself to expose the success metrics of elite schools.
Abstract: Elite schools, both private and public, consistently top metrics of success around the world. This article mobilises an antistrophon – turning an argument against itself – to expose elite schools’ ...
13 citations
TL;DR: The authors argue that the American Girl Scouts' annual cookie sale also trains girls in the gendered practice of emotional labour, which can lead to tension between adolescence and adulthood, which often creates tension in public space.
Abstract: A key part of the American Girl Scouts organization is their iconic annual cookie sale, which is promoted as providing girls with invaluable business and leadership skills. We argue that it also trains girls in the gendered practice of emotional labour. By learning how to suppress or express certain feelings in public spaces in order to net more profit, girls are socialized to not only regulate their emotions, but also their bodies. This becomes complicated as girls become teens, as they receive mixed messages regarding their bodies. No longer considered to be ‘cute girls’, teens' bodies occupy a space between adolescence and adulthood, which often creates tension in public space. We explore this tension and teens' responses.
13 citations
TL;DR: In this paper, the authors analyze the violent practices of youth territorial groups in Moscow, which mainly involve young people (most of them male) who are not well integrated into society through the schooling system.
Abstract: This article analyses the violent practices of youth territorial groups in Moscow. These groups exist on the city periphery and mainly involve young people (most of them male), who are not well integrated into society through the schooling system. Rather than simply depending on violence as a survival tool within the dangerous and uncertain space of the streets, or as an instrument for crime, the members of these groups use their collective mastery of it as proof of elite status, in accordance with cultural prescriptions drawn from deep historical traditions.
13 citations
Journal Article•
TL;DR: This paper examined how staff working for one Ontario school board perceived two distinct approaches to school discipline policy: the Safe Schools Act (Bill 81) and Progressive Discipline and School Safety (Bill 212).
Abstract: This study examines how staff working for one Ontario school board perceive two distinct approaches to school discipline policy: the Safe Schools Act (Bill 81) and Progressive Discipline and School Safety (Bill 212). The more centrally controlled and rigid Safe Schools Act was criticized by interviewees and cited for human rights violations. However, the inherent flexibility and vagueness of the Progressive Discipline policy that replaced it was seen to lead to inconsistent policy implementation and unequal outcomes for students. This paper considers the broader implications of policies that are “tightly coupled” or “loosely coupled” in terms of teachers’ professional discretion, accountability, and student outcomes.
13 citations
01 Jan 2014
TL;DR: In this article, the authors argue that the political and civic engagement of marginalized and stigmatized undocumented youth enables them to have social mobility prospects and also use the movement's networks for jobs, internships and funding, which in turn enhances their collective action towards beating the odds and climbing the ladder of social mobility.
Abstract: Drawing upon ethnographic research of in-depth interviews, life histories, attendance at rallies, festivities, and informal conversations with over 150 undocumented Latino youth activists in Los Angeles, we argue in this paper that the political and civic engagement of marginalized and stigmatized undocumented youth enables them to have social mobility prospects. Contrary to the U.S. literature on undocumented Latino 1.5 generation, which tends to focus on their socio-economic and educational disadvantages and overlooks the ways in which undocumented youth movements in the US enhance their social mobility through higher education, our findings indicate that Latino youth from low income neighborhoods embrace their undocumented identity, to become individually and collectively de-stigmatized and empowered. Re-appropriating education to their advantage, they develop professional activist dispositions that fuel their self-confidence, and overcome fear of governmental authorities. Moreover, they also use the movement’s networks for jobs, internships and funding, which in turn enhances their collective action towards beating the odds and climbing the ladder of social mobility.
13 citations