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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Journal Article•
TL;DR: In this article, the authors return to a key early text in the sociology of education, Learning to Labour, and explore new strategies for avoidance, resistance and denial in the digital cultures of education.
Abstract: Social media sites – like Flickr, Facebook, YouTube, FourSquare and Twitter – summon a tapestry of friendship, humour and community between digitally literate citizens around the world. But the role and value of these platforms and portals for education, teaching and learning is neither self-evident nor obvious. Therefore, this article returns to a key early text in the sociology of education: Paul Willis’s Learning to Labour. Willis addressed the injustices within and beyond school. He probed how teaching practices and the ‘resistive’ behaviours of young men ensured that they were prevented from – and indeed prevent themselves – from gaining social mobility. Everyday practices such as smoking, drinking, truancy and swearing undermined their capacity to improve economic and social status. It is appropriate to return to Willis’s argument and explore new strategies for avoidance, resistance and denial in the digital cultures of education. I track the movement from learning to labour to learning to
9 citations
Dissertation•
08 Aug 2011
TL;DR: Shelby-King et al. as discussed by the authors investigated the impact of social factors affecting the academic achievement of secondary African American urban (AAU) female students in an urban school district and determined whether the AAU females in this study perceived the social factors in the literature review to impact their academic achievement.
Abstract: African American Urban Female Students’ Perceptions of Social Factors Impacting Their Academic Achievement in One Public School District. (May 2010) Rhonda Evette Shelby-King, B.A., University of Houston-Central Campus; M.Ed., Stephen F. Austin State University Chair of Advisory Committee: Dr. Norvella Carter The purpose of this study was to investigate the impact of social factors affecting the academic achievement of secondary African American urban (AAU) female students in an urban school district. This study determined whether the AAU females in this study perceived the social factors in the literature review to impact their academic achievement, the relationship between those social factors and academic achievement, and the differences in academic achievement by socioeconomic status. One hundred fifty-eight (158) AAU female students from three high schools in one urban district located in southeast Texas participated in this study. A self-generated 51-item questionnaire (Students’ Perceptions of Social Factors Affecting Academic Achievement in Urban Schools) was used to collect data for this study. There were three major results in the study. First, there were not any significant factors impacting the academic achievement of AAU females; secondly, AAU females did not perceive any social factors as significantly affecting their academic achievement; and finally, there
9 citations
TL;DR: Despite proliferating attention within the social sciences toward the sources and consequences of climate change and environmental crises, educational sociologists have been slow to confront ecolog... as mentioned in this paper, the authors of this paper.
Abstract: Despite proliferating attention within the social sciences toward the sources and consequences of climate change and environmental crises, educational sociologists have been slow to confront ecolog...
9 citations
01 Jan 2010
TL;DR: The authors used Free Association Narrative Interviewing with six working class participants to explore the emotional, affective and biographical relationships with 'favourite' film and television texts and also texts that have had an emotional 'impact' on the viewer.
Abstract: This is an interview-based piece of psycho-social phenomenological audience research, based on eleven interviews and a series of letters with six working class participants using a psychoanalytically informed method: Free Association Narrative Interviewing. The research aimed to create an in-depth study of the emotional, affective and biographical relationships with 'favourite' film and television texts and also texts that have had an emotional 'impact' on the viewer. The research brings together and develops psychoanalytic film theory and sociological and cultural studies approaches to media audience research to explore this phenomenon.
Film theory has traditionally utilised textual analysis as a method and the audience has been figured in response to the text. Media and Cultural Studies research into audiences has utilised 'textual' approaches and analysed reading and interpretation of texts. Another strand of empirical audience research exists which relegates the text in favour of an approach concerned with understanding the practices and politics of viewing. Film theory has traditionally found psychoanalysis a useful analytic tool, whilst empirical audience research, interested in both reception and uses, has preferred sociological and cultural interpretive paradigms. These differences of approach and focus have often prevented dialogue between various disciplines -film, media and cultural studies - with regard to audiences.
This research attempts to bridge some of these divisions by focussing on both the reception of texts and also viewing practices. I argue for a method retaining textual analysis as part of a multi-layered method, which includes interviews, and sociohistorical analysis. The research utilises and evaluates psychoanalytic concepts and ideas and begins from the historically contextualised position that audiences now view in a post-cinematic era. I use this term not to signify the end of cinema, but to point to the developments in home viewing, which mean films are not always viewed in the cinema. Also such developments suggest that film theories that are based heavily on the cinematic viewing situation may need to be re-evaluated. Theoretically, the research does not reject what have been hegemonic poststructural models but seeks to enhance established approaches by also utilising perspectives from a range of psychoanalytic perspectives including object relations.
The sample of interviewees contains participants from across the age spectrum to explore the experience of technological and social change from different vantage points. The impact of developments such as time shift technology, video and DVD on the relationships with texts and the viewing practices of audiences are examined. Following this, a central research question concerns the ways in which personalising viewing technologies have their own subjective impact upon memory, identity and family relationships. Therefore the home, where most of this technology is located and used is explored as a unique viewing space.
The research data provides rich accounts of viewing experiences and the uses of texts and viewing practices in everyday life. New light is shed on established and important concepts in media and film such as identification. The research found examples of forms of identification that have not been explored in previous media and film research for instance intergenerational, sibling, biographical, idiomatic and 'emotional' identification with texts. Other findings included the use of texts to address personal trauma and anxiety resulting from the lived experience of social mobility in what Ulrich Beck has called 'new modernity'. These findings add to the understanding of the experience of viewing and the way media texts are made meaningful and used by audiences.
Alternative conceptual models are offered to enhance established approaches. Bion's work is used to understand how film and television visual 'moments' or moments from plot development are used in 'thought'. The work of Bollas and his concepts of idiom, and six forms of object 'use' help to explain the relationship between taste, trauma and the lived experience of social class. Repetition compulsion and afterwardsness explain the significance of memory and experience in viewing practices and favourite texts.
The research evaluates some established post-positivist critiques of method and knowledge production and argues that psycho-social methods are effective and workable. The combination of case study and Free Association Narrative Interview Method used demonstrates that it is a viable and effective approach to interviewing for media and film research. It is shown to be particularly effective for generating narratives with biographical and emotional significance. The method is also shown to be an appropriate method for psychoanalytically informed audience research when combined with other methods such as textual analysis.
9 citations