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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TL;DR: The Centre for Contemporary Cultural Studies (CCCS) at the University of Birmingham in England, launched in 1964, highlights contested issues of knowledge production in relation to the disciplines in modern universities as mentioned in this paper.
Abstract: The Centre for Contemporary Cultural Studies (CCCS) at the University of Birmingham in England, launched in 1964, highlights contested issues of knowledge production in relation to the disciplines in modern universities. It constitutes a fascinating example of the social formation of configurations of knowledge that can be subjected to historical analysis such as those conducted for example by Richard Selleck, Geoff Sherington and other recent historians of education. It enacted an explicit ideal of interdisciplinarity in its approach to research, teaching and social practices, unlike for example educational studies which in the same period generally held to a weaker model of multidisciplinarity. Archival documents and interviews with some of those who were participants or witnesses of its development shed light on CCCS's approach to interdisciplinarity in action. This generated significant works such as Unpopular education: schooling and social democracy in England since 1944 and a collegial style of tea...
8 citations
TL;DR: The results suggest that forcible rape may adversely affect adolescent females’ levels of popularity and centrality within their friendship networks, and indicates that the harmful effects of rape have the potential to extend across diverse domains, including social relationships.
Abstract: Studies have found that sexual victimization can adversely affect an adolescent's psychological well-being, physical health, and behavior. Little is known, however, about how friendships are influenced by such victimization. Drawing on research on sexual violence and the salience of peers among adolescents, the current study extends prior work by examining the effects of forcible rape on adolescent social networks. Using a subsample of females from the National Longitudinal Study of Adolescent to Adult Health ( N = 4,386), the study employs multivariate regression analyses to estimate the effects of youth forcible rape on the popularity, centrality, and density of adolescent friendship networks and to determine whether depression and attachment to others (e.g., to friends and to school) mediate these effects. The analyses indicated that forcible rape was associated with a decrease in the popularity and centrality of females within their friendship networks; however, no effect on the density of these networks was identified. In addition, forcible rape effects on popularity and centrality were partially mediated by depression and social attachments. The results suggest that forcible rape may adversely affect adolescent females' levels of popularity and centrality within their friendship networks. Combined with prior research, the results indicate that the harmful effects of rape have the potential to extend across diverse domains, including social relationships. This possibility suggests that services and assistance to female adolescents may be useful in navigating these relationships after victimization. It suggests, too, that potential benefits that may arise from interventions that educate adolescents-victims and nonvictims alike-about the challenges that victims of sexual violence experience.
8 citations
Journal Article•
TL;DR: In this paper, the authors investigated the relationship between education and recidivism in young offenders and their relationship with education, using a national assessment tool (ASSET) to assess the range of factors that can contribute to offending behaviour, including aspects of young people's lifestyle and behaviour in need of support, including education.
Abstract: Young offenders and their relationship with education Youth Offending Services (YOS) in England and Wales work with young people aged between 10 and 17 years old. The aim of the YOS is to reduce reoffending and protect the public. There is a YOS in each local authority and performance is overseen by the Youth Justice Board (an executive non-departmental public body). The YOS supervises young offenders, overseeing pre-court and court procedures, sentences and convictions and assessments of young people's needs. The YOS uses a national assessment tool (ASSET) to assess the range of factors that can contribute to offending behaviour, including aspects of young people's lifestyle and behaviour in need of support, including education. This assessment informs the programme of work that should be undertaken with the young person to address their needs and reduce the risk of re-offending or harm. Within this approach education is framed as a mode of reform (Rose, 1999:178). Welfarism, including compulsory education, is preoccupied with limiting and preventing the risks children, young people and families are subjected to and as a consequence delivering a range of interventions to remedy society's ills has been always been a function of formal education (Rose, 1999). Evidence suggests that young people who commit crime often have poor basic skills (literacy and numeracy) and are typically out of school, training or employment either before or just after conviction (Farrington et al, 2006; Communities that Care, 2005). Thus, criminal justice agencies work with a range of partners such as the Local Authority and the Connexions Service to make educational provisions available to young offenders. Watt et al (2004:141) assert that disengagement with education is a factor related to recidivism. However Utting highlights that 'researchers do not always agree' that there is a correlation here (1996:1). Thus, indicators and risks of offending cannot easily be attributed to the cause of offending. For example, poor academic performance, truancy and periods of exclusion do not mean a young person will commit crime. Conversely, offending could disrupt education and consequently learning (Moffitt, 1993). The strength of these kinds of associations remains largely contested. However, Ball and Connolly suggest that it is important to directly address educational barriers to ensure criminal careers are minimised (2000:2).The link between education and offending is however, sufficient to inform national targets and the YJB's policies. The YJB (2006b) found that '45% of the young people [offenders] ... had access to full-time provision ... and 28% had no provision at all'. Of those not engaging in full-time education, training or employment (ETE) they found that these young people tended to be 'older ... female, had been in the care system, had literacy and numeracy difficulties, had previous convictions, had been subject to more serious disposals and were more likely to reoffend'. This seems to suggest that social, criminogenic and personal factors can all disrupt engagement with ETE. Wise is critical of educational policy noting that 'mandatory attendance policy at secondary level has little impact on learning...motivation and ability to learn have greater impacts on academic achievement' (1994:2). Disengagement with ETE is not uncommon amongst young offenders, yet the direct relationship between disengagement, particularly with education, and offending continues to be contested (Baker, 2005; Baker et al, 2003). Furthermore, little is known about the relationships between engagement with ETE and desistance from crime. Addressing the educational gaps The need to address educational gaps is informed by a number of discourses. First the 'social integration discourse' popularised in the 1990s by New Labour's policy responses to social inclusion. This was underpinned by the Welfare to Work programme which was preoccupied with enhancing labour market opportunities and reducing unemployment (ibid:125). …
8 citations
TL;DR: This paper explored how swearing in classrooms is variably construed and managed as a moral problem, and how classroom settings can demand higher standards than broader society, and conceptualised schools as strongly demarcated "purified" sites that undertake the moral work of imbuing social standards in the future citizen.
8 citations