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 book is worth reading because it gives a close-up view of the work-a-day dynamics of men in the manual trades within construction, balancing the vast amount of material on the construction professions and managerial levels, but it is over-ambitious in trying to deal with high-level structural concepts regarding the theory of social class.
Abstract: Thomas Uher and Adam Zantis, Spon Press, London, 2011 286 pp, ISBN 978 0 415 60169 6, £24.00 (pb) This book has an interesting mission to be a reference book and a fairly comprehensive source of sc...
12 citations
10 Feb 2020
TL;DR: In this article, the authors focus on the grouping of students in secondary school mathematics by a conception of their "ability" and argue that this practice is unjust, as previous research shows, and that a socially just education system should treat all of its students, including working-class students, equitably.
Abstract: The research on which this thesis is based is focussed on the grouping of students in secondary school mathematics by a conception of their “ability”. Focussing particularly on mathematics education I argue that this practice is unjust, as previous research shows, and that a socially just education system should treat all of its students, including working-class students, equitably.
This research focusses on a small group of teachers who do not accept this “common-sense” “ability” thinking but who instead believe that all students should have access to all of the curriculum and that all are capable of learning without limits. During 2016 I carried out in-depth interviews with these teachers in Brierley Grove, an inner London comprehensive with a largely working class intake, Shortvalley, a comprehensive on the south coast and a rural comprehensive in Cambridgeshire.
This research is the only current in-depth study of mathematics teachers who are committed to all-attainment teaching and, as such, the findings of this research represent an original contribution to knowledge.
My research identified three major themes:
what sustains the teachers;
how they introduce, develop and maintain all-attainment; and
how they make all-attainment work in the classroom.
Drawing together the findings I present two interrelated models of the knowledge and understandings the research has generated. The first attempts to explain how the teachers are situated with regards to their teaching. The second, encompassed within the first, illustrates how the teachers through all-attainment mathematics are attempting to enable the students not only to develop and succeed mathematically but to become agentic so that they are not restricted in the life choices they have.
I discuss the implications of the study for those connected in a variety of ways to the teaching and learning of secondary school mathematics in all-attainment groups and make recommendations for further research.
12 citations
Dissertation•
01 Jan 2016
TL;DR: This paper found that a young student's bonding social capital plays a significant role in shaping their embodied cultural capital through their knowledge and beliefs, agency and self-efficacy, and post-secondary expectations via a complex interplay of processes.
Abstract: Rural students located on the Northwest Coast of Tasmania are less likely to participate in higher education than their urban counterparts (ABS, 2011a). Despite considerable research, and reforms in education systems and in schools to overcome discrepancies between urban and rural higher education participation rates, the participation gap remains. A growing body of work indicates family attitudes are the dominant influence on young people's academic success and aspirations for further education. This research employed the methodology of multiple case studies to construct a comprehensive picture of the influence of characteristics of social capital in the family unit on the learning process of students on the Northwest Coast of Tasmania.
Drawing on theories of social and cultural capital, this study has two main findings. First, that a young student’s bonding social capital - specifically, the presence or absence of an academically successful role model in the family - plays a significant role in shaping their embodied cultural capital through their knowledge and beliefs, agency and self-efficacy, and post-secondary expectations via a complex interplay of processes. Second, it was possible to access bridging social capital and to intervene in the processes of the accumulation of embodied cultural capital. Through the use of in-depth interviews and a Year 12 student questionnaire (n = 6) and parent/guardian questionnaire (n = 6), the research explores young people's pre-existing knowledge of, beliefs about, and aspirations towards learning and further education, and identifies the key influences on their habitus.
Bonding social capital emerged as an important factor on the construction of a student's attitude and focus towards learning and future tertiary education. The causes of these phenomena were multiple and interconnected, with interaction with academically successful role models, access to accurate information and life all having an encouraging effect.
12 citations
Dissertation•
01 Apr 2019
TL;DR: In this article, the authors present a collection of acknowledgments and dedications for the work of this article. But they do not discuss the authorship of the acknowledgements. But
Abstract: ..................................................................................................................... iii Opsomming ................................................................................................................ iv Acknowledgments ...................................................................................................... v Dedication .................................................................................................................. vi
12 citations
TL;DR: This paper explored the linkages between adolescents' educational attitudes and achievement and found that the attitude-achievement paradox varies according to race, expressive culture, and neighborhood collective socialization qualities.
Abstract: This study explores how linkages between adolescents’ educational attitudes and achievement vary according to race, expressive culture, and neighborhood collective socialization qualities. Specifically, the study examines (a) racial differences in how males’ educational attitudes relate to their academic performance (i.e., “attitude–achievement paradox”); (b) how the attitude–achievement paradox varies according to Black and White males’ expressive culture; and (c) the relation of collective socialization to racial differences in expressive cool, educational attitudes, and behavior. Using Maryland Adolescent Development in Context Study (MADICS) data, I find that an attitude–achievement paradox among African Americans disappears when neighborhood collective socialization is considered; that expressive cool seems to have a stronger connection to adolescents’ achievement ideology rejection, and very little to their grade point average (GPA); and that neighborhood collective socialization decisively accounts...
12 citations