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
More filters
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)....
[...]
...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)....
[...]
...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)....
[...]
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)....
[...]
References
More filters
TL;DR: Social reproduction theory in education emerged out of a concern with edu... as mentioned in this paper, which has a long history in educational research and has been applied to a wide range of domains.
Abstract: Social reproduction theory names at least two distinct traditions, one of which has a long history in educational research. Social reproduction theory in education emerged out of a concern with edu...
12 citations
24 Mar 2016
TL;DR: In this paper, the authors used a latent variable modelling approach to analyse pupil's subject-area outcomes using administrative data from the Scottish Qualifications Authority that is held as part of the Scottish Longitudinal Study.
Abstract: Despite changes in the education system the qualifications that are gained at school remain important for young people’s pathways and trajectories. This paper is an element of a wider on-going programme of theoretically informed empirical analyses, which examine young people’s educational outcomes. The empirical work is situated within an overarching theoretical sociological framework which focuses on the outcomes of ‘ordinary’ young people who are neither educationally unengaged, nor part of an educational elite. In this phase of the work we focus on outcomes in Scottish school-level qualifications.
This research is original in that it uses administrative data from the Scottish Qualifications Authority that is held as part of the Scottish Longitudinal Study. We begin by reconsidering challenging issues associated with measuring school-level qualifications. To address these challenges we undertake analyses of pupil’s subject-area outcomes using a latent variable modelling approach. A novel aspect of the work is that we undertake a sensitivity analysis to compare a standard technique for latent group assignment (modal assignment) with a recently proposed alternative (proportional assignment).
The overall message is dispiriting because after half a century of comprehensive education in Scotland, school outcomes remain stratified both by gender and by a pupil’s social background. The analyses uncovered four main latent educational groups. One group had very positive outcomes and pupils in this group were generally more socially advantaged. By contrast another group had very poor outcomes and pupils in this group were generally more socially disadvantaged. There were two ‘middle’ groups, which both had moderate overall school Standard Grade outcomes. These two ‘middle’ groups were similar in their overall outcomes, but at the subject area-level their outcomes were notably different. One group were more likely to gain a Credit pass in English, but were relatively less likely to gain Credit passes in Mathematics and Sciences. The other group were unlikely to gain Credit passes in English and Mathematics, but were more likely to gain Credit passes in Sciences. These pupils with ‘middle’ or ‘moderate’ outcomes in school Standard Grades are a sociologically important group that should not be overlooked.
The latent variable approach offers an informative set of typologies that are likely to be impactful because they can be used to better understand patterns of educational outcomes. These typologies are important because they can directly inform current debates on raising standards in Scottish schools.
12 citations
TL;DR: The gender dimensions of automobility associated with different aspects of identity, including gender, have been explored in this paper, where the authors discuss the role of gender in the meaning and use of cars.
Abstract: Automobiles are ubiquitous objects of private consumption and their meaning and use are shaped by different aspects of identity, including gender. The gender dimensions of automobility associated w...
12 citations
Dissertation•
07 Dec 2018
TL;DR: Lentell et al. as discussed by the authors conducted an interview with 27 distance education workers in 6 departments in three UK campus universities to understand how distance education arose and has been sustained in campus universities and found that critical to the development and sustainability of distance education are the workers who believe and are committed to this form of provision for those who are otherwise unable to study.
Abstract: This thesis is about distance education as work in campus universities. It seeks to understand how distance education arose and has been sustained in campus universities. The research uncovers that critical to the development and sustainability of distance education are the workers (academic and administrative) who believe and are committed to this form of provision for those who are otherwise unable to study. The literature on distance education rarely addresses the role of the distance education workers. Rather it suggests that distance education is very unlikely to develop, let alone be sustained, if the appropriate infra structure is not in place to support it. More recently a contrasting approach, ignoring policies and organisational structures, suggests that the wide scale adoption of learning technologies will mainstream distance education into conventional university provision. There will be little or no difference between the two methods of course delivery. My professional observation was that neither accounts could explain the vibrant and successful distance education that had grown bottom up within departments in campus universities in the UK. This provision, whilst successful, remained marginal to mainstream university teaching and learning. The research for this thesis took place between 2012 and 2015. It utilises an iterative ethnographically informed interview process and was in two stages. The first stage was concerned with ascertaining what ten internationally well known and successful leaders of distance education provision considered to be the critical factors for successful distance education provision. Called the leader/experts in the research, I had anticipated that they would stress leadership and management and they did. However what emerged from these first stage conversations was that above all else it was the people who worked in distance education who made it take off and thrive. Thus whilst infra structure and technology were important, they were second order considerations for success. These leader/experts pointed to the team working and shared values of distance education workers and their role, as leaders in distance education, Helen Lentell 2018 Distance Education As Work: Making Distance Work Page of 2 237 was to provide an enabling environment for distance education workers. The second and substantive stage of the research explores how 27 distance education workers in 6 departments in three UK campus universities, describe their work and why it is important to them. The analysis of the research data suggests that distance education workers, in all research sites, saw themselves as working in non hierarchical teams where all, regardless of grade or role, supported each other, worked cooperatively and learned together. This is described as the distance education community of practice and is seen by the distance education workers as very different to the typical (individualistic and competitive) ways of working in academic departments. In addition the interviewees all stressed their involvement and engagement with their distance education students, and emphasised that in all aspects of their work they were student centred. Interviewees also stressed their belief in the benefit of distance education, in particular emphasising the values of access. These core ideas and dispositions are described in the thesis as the distance education habitus. The distance education community of practice and distance education habitus give the distance education workers a sense of identity separate to their campus colleagues and explains their tireless efforts to ‘work around’ the systems and processes of the campus university, which are not designed to ensure the flexibility distance education students require for successful study. However all the interviewees, but most particularly in two of the universities (A and C), also reported that these ways of working were being eroded and stifled by changing managerial practices that promoted what were described as more ‘efficient’ ways of running the university. These managerial practices included technology led systems approaches to the management of all students, and changing requirements demanded of academic staff. The thesis concludes by drawing analogies with other public sector provision and noting the contradictions that whilst higher education policy makers are addressing the need for flexibility the operational management of universities are making this harder to achieve. Helen Lentell 2018 Distance Education As Work: Making Distance Work Page of 3 237
12 citations
01 Jan 2016
12 citations