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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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Book ChapterDOI
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

Journal ArticleDOI
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

Journal ArticleDOI
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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Journal ArticleDOI
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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01 Jan 2010
TL;DR: Vega et al. as mentioned in this paper investigated the alignment between the Georgia Performance Standards (GPS) and schooling goals and found that the GPS are strongly aligned to the goals of Americanization, high student test scores, post-secondary enrollment, and national gain, while poorly aligned to democratic participation and social justice.
Abstract: INVESTIGATION OF ALIGNMENT BETWEEN GOALS OF SCHOOLING RELEVANT TO GEORGIA AND THE GEORGIA PERFORMANCE STANDARDS by Anissa Lokey Vega Since the American Revolution free public education has been a discussion of political debate. The purpose that such an institution should play in society is a debate fervently argued when the founding fathers wanted to build a republic based on meritocracy. The problem this study addresses is the undefined relationship between the goals of schooling relevant to Georgia and the Georgia Performance Standards (GPS) which is a critical piece to creating a complete systemic view of public schooling in Georgia. The purpose of this study is to investigate the alignment between the GPS and schooling goals. The guiding question and sub-questions are: How well are the GPS, or the intended curriculum of Georgia schools, and each of the various stated goals of schooling aligned? How relevant are the eighth-grade GPS to the latent themes of each of the stated goals of schooling? How balanced are the latent themes of each of the stated goals of schooling in the eighth-grade GPS? Through a historical investigation of the literature and current policy the author establishes the currently relevant goals of schooling which serve as the latent goals for which the method will seek to find evidence within the Georgia Performance Standards. The study employs a quantitative content analysis of a significant section of the Georgia Performance Standards (GPS) looking for themes associated with various stated goals of schooling as indicated by the literature review. The manifest themes, developed from the latent goals of schooling, are incorporated as the dependent variables in the study, while the GPS serve as the independent variable. Neuendorf‟s (2001) framework for content analysis is used to develop a new method for investigating the goal-curriculum alignment relationship through new measures of Curricular Balance, Curricular Relevance, and Manifest Theme Presence. This study presents a new visual model to compare a curriculum‟s alignment to multiple goals of schooling called the Goal-Curriculum Alignment Measures (G-CAM) model. This study finds that the GPS are strongly aligned to the goals of Americanization, high student test scores, post-secondary enrollment, and national gain, while poorly aligned to democratic participation and social justice. Evidence for these conclusions are discussed and related to the current socio-political literature. INVESTIGATION OF ALIGNMENT BETWEEN GOALS OF SCHOOLING RELEVANT TO GEORGIA AND THE GEORGIA PERFORMANCE STANDARDS by Anissa Lokey Vega A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Instructional Design and Technology in the Department of Middle-Secondary Education and Instructional Technology in the College of Education Georgia State University Atlanta, Georgia 2010 Copyright by Anissa Lokey Vega 2010 ii ACKNOWLEDGEMENTS Completion of this dissertation required the dedicated support of several Georgia State faculty members, including my dissertation chair, Dr. Laurie Brantley-Dias. She patiently read innumerous drafts of varying quality, while maintaining an encouraging demeanor to help me see this project to the end. An eclectic collection of committee members have contributed according to their interest and expertise including Dr. Mary Shoffner, Dr. Amy Flint, and Dr. Philo Hutcheson. Faculty members who did not sit on the dissertation committee also contributed to the completion of this project, including Dr. Phillip Gagne and Dr. Ronda Tighe. Dr. Gagne assisted by providing constructive criticism of the math formulas I present in this dissertation. Serving as an encouraging mentor and grammar editor was Dr. Tighe, who taught me several English-language rules that I had clearly failed to retain up to this point in my education. Her patience and humor have been greatly appreciated. Fellow doctoral students Dana Smith-Bryant, Valora Marcette Richardson, Peggy Lumpkin, Roxanne Russell, and Kathryn Land all participated in various capacities of data analysis and/or document editing. Acknowledgements would be incomplete without recognizing those individuals outside of the university who assisted me in the completion of this project. My personal life is rich with family, neighbors, and close friends who have supported me in many different ways throughout this project, including my mother-in-law, Patricia Gale, who read the initial draft of each chapter. Still, this degree and, in particular, this project has come to fruition through a long series of events, choices, and circumstances occurring throughout my life, all beginning with my parents. A paper investigating the purpose of

10 citations

Journal Article
TL;DR: In this article, the authors analyzed common and divergent features in schooling cultures and strategies, in Portugal, using data from surveys, content analysis, focus groups, interviews and direct observation, collected in each school.
Abstract: Drawing upon two recent qualitative studies on contrasting contexts – two prestigious and expensive private schools, and two settings of public schools included in a national program to foster education in poor areas (TEIP) – the article analyzes common and divergent features in schooling cultures and strategies, in Portugal. Data from surveys, content analysis, focus groups, interviews and direct observation, collected in each school are compared, especially on four dimensions: social background, organizational strategy, “socialization styles”, and meanings of school. The concept of total socializing project is used to characterize the schooling experience in \"elite\" establishments, while the concept of partial socializing project to understand the educational projects in \"priority intervention territories\". Finally, a common strategy to enhance success and integration is outlined: the promotion of deep relationships within educational communities (students, parents, teachers, directors and other local agents), nevertheless anchored to very different resources, ideologies, actions and goals.

10 citations

Dissertation
01 Dec 2014
TL;DR: In this article, the authors propose a method to solve the problem of "uniformity" and "uncertainty" in the context of data mining.II.III.
Abstract: III

10 citations

Journal ArticleDOI
TL;DR: This paper examined what constitutes disruptive and good behaviour, as described and defined by teachers, in Northern Finland between 1968 and 1991, and concluded that social problems in schools were attributed to individual students and their families through official behavioural assessments, while scho...
Abstract: This article examines what constitutes students’ disruptive and good behaviour, as described and defined by teachers. Teachers are viewed as professional experts who produce official information regarding their students. The present study analysed the overarching features of behaviour descriptions provided by teachers in official statements regarding students whom they considered to be problematic, in Northern Finland between 1968 and 1991. The analysis showed that there was no common understanding of what constitutes good or bad student behaviour; behaviour assessment functioned as a ground for reinforcing power-relations and making normative comments; the school context was not addressed in the official statements; in the assessments, the focus was on bad behaviour and the form used to make the statements regulated teachers’ answers. The article concludes that social problems in schools were attributed to individual students and their families through official behavioural assessments, while scho...

10 citations

Journal ArticleDOI
TL;DR: This article used qualitative interviews with 50 working and middle class African-Americans to explore how they use social capital resources from their strong and weak ties to obtain education and access to social media.
Abstract: This study uses qualitative interviews with 50 working and middle class African-Americans to explore how they use social capital resources from their strong and weak ties to obtain education and jo...

10 citations