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.
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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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Dissertation•
01 Jul 2011TL;DR: This article used learner voice to explore low level disruption in level two classrooms in a college of further education and found that individual, home and community and institutional factors have the capacity to influence learner behaviour in the classroom.
Abstract: This research uses learner voice to explore low level disruption in level two classrooms in a college of further education. The aim of the research is to develop a better understanding of factors influencing classroom interaction and learner achievement, and to suggest ways in which the findings may be used to minimise disruption in the classroom.
The learners who took part in the research had been identified by teaching staff as persistent disrupters in level two vocational classes. The purpose of the research was explained to each individual and the research comprised of three stages: individual interviews were held with learners; a card sorting exercise, selected for its interactive qualities, was conducted with each learner; and college-held data was used to establish factors which affected behaviour in the classroom.
The research findings have been theoretically grounded in Giddens’ structuration theory. Structuration theory facilitated recognition of changes in behaviour in classrooms, and the identification of explanatory patterns. It has been used to underpin the final argument; that reasons for disruption are complex, different for each learner, and can be critical to learner progression.
The findings demonstrate that individual, home and community and institutional factors have the capacity to influence learner behaviour in the classroom. Whilst the impact of these factors can vary from individual to individual, they can all be seen to be of significant relevance to achievement and progression. The value of learner voice can be seen in the insight gained into individual learner experiences and in the attempt taken to use this information to address the balance of power in the classroom.
11 citations
Dissertation•
09 Sep 2011
TL;DR: In this paper, the authors take a new approach to understand the works of Anthony Giddens, specifically his theory of structuration, his analysis of late modernity and his political project, the Third Way.
Abstract: This thesis takes a new approach to understanding the works of Anthony Giddens, specifically his theory of structuration, his analysis of late modernity and his political project, the Third Way. It will show that the creation of a reflexive, empowered, late-modern self is not, as a face value reading of his work would suggest, a social reality he describes, but rather a normative goal, with significant political implications. This thesis will trace this goal, as well as its theoretical background to the theory of structuration and to his analysis of late modernity, and will show that his social theory depends strongly on the creation of a political project aimed at realising the creation of this late-modern self. It will also show what the basic characteristics of such a project need to be, in order for his work to be consistent and empirically sound. This thesis will then critique his Third Way, based on those characteristics, and having shown that these are not fulfilled by the Third Way, will then show that this disjuncture is best explained by the non-adversarial character of the Third Way, and provide an outline of an alternative political project based on Giddens’s work. This thesis offers a contribution to the critical literature on Anthony Giddens, and also to the literature now emerging, which tries to understand the failures and demise of the Third Way as practiced by governments in the UK and elsewhere, as well as to the debates about what shape centre-left politics in the late modern age might take. This thesis points out some key weaknesses of Giddens’s work, most notably a significant disjuncture between his Third Way and previous work, whilst at the same time showing how his previous work can be used successfully to construct centre-left political platforms quite distinct from his Third Way, and rooted in an empirically justified and consistent sociological analysis.
11 citations
TL;DR: Examination of expectations about the future among 14–16-year-olds in relatively poor families in Norway reveals that adolescents in poor families are more likely than other adolescents to anticipate unemployment and less often expect to own a home.
Abstract: Using representative survey data from the municipality of Oslo, capital of Norway, this article examines expectations about the future among 14-16-year-olds in relatively poor families. Despite Norway's universalistic welfare policies and a period of growing economic prosperity prior to the 2006 survey, the article reveals that adolescents in poor families are more likely than other adolescents to anticipate unemployment and less often expect to own a home. Poor adolescents are also less likely to expect future happiness. A considerable portion of poor adolescents have a immigrant background, but the analyses show a non-trivial negative effect of living in a poor family even when controlling for this variable. In addition, the analyses investigate the role of selected mediating factors, namely, low academic achievement, self-perceived unpopularity among peers and attending a school with a relatively high share of poor adolescents. Low academic achievement and perceived unpopularity explain some of the relationship between poverty and low expectations, whereas school milieu has less effect.
11 citations
TL;DR: In this paper, the authors present an account of the stigmatisation process in the banken in Norsk stadsk stad, where they define a set of plats, kallad "Benken", for stigmatiserad plats.
Abstract: SYFTE: Artikeln beskriver livet i en oppen narkotikamiljo i en norsk stad. Denna plats, kallad "Benken", ar en stigmatiserad plats. Om man sitter dar blir man markt med platsens stigma. Vart mal var att fa inblick i vad stigmatiserade manniskor vinna ofta besoka och vistas pa en offentlig plats som i sig stigmatiserade. METOD - En av forfattarna tillbringade ett ar av deltagande observation, for att studera vad som forsiggar pa banken. Han lyckades bygga ett fortroende i en gradvis process av socialt umgange. Det teoretiska perspektivet vilar pa klassisk etnografi, symbolisk interaktionism och sociologi som analyserar stigmatisering, renhet och smuts. RESULTAT - "Banken" ar inte bara en lokal narkotikamarknaden, utan ocksa en social motesplats dar man kan kanna vardighet, och dar en viss humanisering process sker genom ritualer i vardagen. Pa "banken" ar det mojligt att beratta historier om forfall, misslyckanden och tillkortakommanden i livet, berattelser som pa andra sociala arenor skulle tolkas som symboler for stigmatisering och fornedring. "Banken" ar ocksa en plats dar olika etablerade maktrelationer kan vandas genom berattande och skamt. Detta ger det ”bankens” regelbundna besokare en kansla av omsesidig kontroll och vardighet. SLUTSATS - Umgange pa "banken" ar ett uttryck for behovet bland marginaliserade manniskor att fa sina existenser bekraftade i ett samhalle dar de marginaliserats och blivit betraktade som andra klassens medborgare, som stadsens ”outcasts”.
11 citations
01 Jan 2013
TL;DR: In this paper, the authors present an overgripande fragestallning for den har studien ar: Hur kan larandesituationer arrangeras pa SiS sarskilda ungdomshem sa att eleverna utvecklar ett intresse for skola och utbildning, blir motive...
Abstract: En overgripande fragestallning for den har studien ar: Hur kan larandesituationer arrangeras pa SiS sarskilda ungdomshem sa att eleverna utvecklar ett intresse for skola och utbildning, blir motive ...
11 citations