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 Jan 2016
TL;DR: Reiter et al. as mentioned in this paper used Critical Race Theory Methodology and relying on the counter-narratives of 31 students of color collected during 9 focus group meetings in the spring of 2014 at a predominately white university in the US Southeast, found that these students are emotionally, academically, and socially affected by microaggressions, namely subtle and overlooked forms of racism and other intersecting oppressions in various campus settings.
Abstract: RACIALIZED MICROAGGRESSIONS, INTERNALIZED AND INTERSECTING OPPRESSIONS, AND IDENTITY NEGOTIATIONS AMONG STUDENT OF COLOR AT A PREDOMINATELY WHITE UNIVERSITY IN THE US SOUTHEAST Abigail Reiter, Ph.D George Mason University, 2016 Dissertation Director: Dae Young Kim Race, as Delgado and Stefancic (2001) stress, is a structuring agent that greatly affects the experiences and even the well-being of individuals in US society. While American education has been considered a driver for equality, racism and race-based inequities are significant components of this institution, creating qualitatively different daily and cumulative experiences and outcomes for students based on race. Not only is it important to uncover how race and racism are manifested in educational institutions, but it is also necessary to better understand the intersecting oppressions that work alongside race to create particular experiences for brown and black students. Using Critical Race Theory Methodology and relying on the counter-narratives of 31 students of color collected during 9 focus group meetings in the spring of 2014 at a predominately white university in the US Southeast, this study finds that these students are emotionally, academically, and socially affected by microaggressions, namely subtle and overlooked forms of racism and other intersecting oppressions in various campus settings. Sue et al (2007) defines microaggressions as “brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial minority group.” Through such verbal and behavioral cues, brown and black students continually encounter white normativity and “otherness” throughout campus. Respondents also experience stereotype threat and reveal a social and cognitive burden of reconciling and juggling a complicated identity as students and persons of color, while also internalizing the oppressions they encounter daily. Findings indicate a need for effective training of professors in recognizing their cultural biases and stereotypes they are reinforced through their interactions and curriculum. Sincere and effective awareness efforts need to be implemented on campus for students and faculty, and should replace superficial attempts at diversity awareness that often reinforce racial and other inequities and differences.
10 citations
TL;DR: The authors examines how critical thinking is regulated in Singapore through the process of pedagogic recontextualization, showing that even as official understandings of critical thinking are transmitted in the classroom, alternative, non-official orders of meaning are inevitably made available.
Abstract: Drawing upon Bernstein’s writings on the pedagogic device, this article examines how critical thinking is regulated in Singapore through the process of pedagogic recontextualization. The potential of critical thinking to speak to alternative possibilities and notions of individual autonomy as well as its assumptions of a liberal arrangement of society are problematized in Singapore. By documenting how such curricular discourses are articulated by the state and taken up in schools and classrooms, the article provides a sociological account of the relations between the organization of knowledge and the distribution of social power and control. The analysis reveals that even as official understandings of critical thinking are transmitted in the classroom, alternative, non-official orders of meaning are inevitably made available. Showing how teachers and students act to resist and challenge these prescribed understandings the article argues that the very ideas of change and indeterminacy are fundament...
10 citations
TL;DR: In this paper, the disengagement of working-class boys from education continues to be a major issue in the United Kingdom; however, there has been little educational research in workingclass boys' identity work surrounding learning practices where boys actively engage.
Abstract: The disengagement of working-class boys from education continues to be a major issue in the United Kingdom; however, there has been little educational research in working-class boys’ identity work surrounding learning practices where boys actively engage. This article attempts to address how identities are influenced by new literacies, specifically DJ-ing and MC-ing. Through these new literacies, our participants invert the “bad boy,” anti-school, masculine identity in favor of teaching one another and enjoying a challenge
10 citations
Dissertation•
01 Jul 2013
TL;DR: In this article, the authors explore the experiences of adults living with Asperger Syndrome (AS) in the pre-diagnostic phase of their lives, through a comparative analysis of seven autobiographies, authored by AS adults who were diagnosed in adulthood.
Abstract: Asperger Syndrome (AS) is currently understood as a neurodevelopmental condition associated with difficulties in social communication, social interaction, and social imagination. Many AS people also experience differences in sensory sensitivities and perceptions of the surrounding world. Most diagnoses are now made in childhood; however, there remain a number of people who are diagnosed in adulthood. Within this group, there are also a number who, born before 1980, grew up in an era before the condition had been identified and diagnosed, and therefore spent a substantial part of their lives living either without a diagnosis or with an incorrect diagnosis. This is an under-researched group, whose pre-diagnostic experiences have thus far not been subject to detailed investigation, and as such are often poorly or inconsistently understood both academically and by service providers. The primary aim of the thesis is to explore their experiences by addressing the following three questions: 1. How do AS people understand their dispositional selves in the pre-diagnostic phase of life? 2. How do self-other relations affect pre-diagnostic understandings of self? 3. How does management of everyday insecurities relate to formations of the pre-diagnostic self? These questions will be explored through comparative analysis of seven autobiographies, authored by AS people who were diagnosed in adulthood. The analysis is informed by a neo-Bourdieusian approach to identity through which I develop an account of relations between authenticity (one’s ability to experience dispositionally appropriate ways of being), accountability (referring to the social and cultural conditions of exchange with others) and legitimacy (the experience of one’s ways of being as valid) as a way of framing some of the issues faced by AS adults in pre-diagnostic life in relation to the themes above. I suggest that this framework can offer a useful perspective on pre-diagnostic issues by drawing attention to the interrelation of dispositional and social circumstances in shaping individual life experiences.
10 citations
Dissertation•
01 Dec 2016
TL;DR: This article explored how boys' behavioral and mental health difficulties are constructed in the discourses employed by teachers and boys themselves, and highlighted the complexity of discourses around boys' behaviour and mentalhealth which are inextricably tied to constructions of masculinity and contradictory practices of discipline versus care within education.
Abstract: This research aimed to explore how boys’ behavioural and mental health difficulties are constructed in the discourses employed by teachers and boys themselves. The choice of topic was influenced by the ongoing ‘crisis’ regarding boys’ behaviour in education and recent shifts in discourse within educational policy that have separated constructions of behaviour and special educational needs and brought mental health further into the arena of special education. The research was influenced by ideas from social constructionism and Foucault, in order to explore how boys’ behavioural and mental health difficulties are constructed, how boys are positioned within these discourses and the implications for practice. Three teachers and four Year 8 boys whose behaviour was constructed as challenging within school were interviewed, and the data was analysed using Foucauldian Discourse Analysis (Willig 2008). The findings highlight the complexity of discourses around boys’ behaviour and mental health which are inextricably tied to constructions of masculinity and contradictory practices of discipline versus care within education. The dominance of medicalised and psychological discourses which influence constructions of normality and abnormality are also highlighted, with implications for the practice of educational psychologists outlined.
10 citations