scispace - formally typeset
Search or ask a question
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
More filters
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)....

    [...]

  • ...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)....

    [...]

  • ...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)....

    [...]

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)....

    [...]

References
More filters
01 Jan 2014
TL;DR: In this article, the authors present a Dissertation that is protected by copyright and/or related rights, which is brought to you by ScholarWorks@UNO with permission from the rights-holder(s).
Abstract: This Dissertation is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself.

8 citations

Journal ArticleDOI
12 Feb 2020
TL;DR: In this article, the authors examined male building and construction program students' collective use of smartphones in interaction during classes, and found that the identity constructing processes that take shape when the students orient towards the smartphone as a happy object intersect with the students' future vocational identity as building and constructing workers.
Abstract: This article aims to fill a very specific and acute gap; in addition to the few studies on youth and digitalisation, smartphones and other mobile tools, it is very clear that the field of research concerning these issues in regards to vocational education and training is close to non-existent. By examining male Building and Construction programme students’ collective use of smartphones in interaction during classes, this study contributes to increased knowledge about some of the challenges and possibilities that arise with the digitalisation of vocational education and training. The study uses new and innovative methods regarding how students’ digital activities in the classroom could be captured and studied, and approaches video recorded data through the lens of Sara Ahmed’s ideas of happy objects (2010), and the concept of community of practice (Wenger, 1998). The analyses show how the identity constructing processes that take shape when the students orient towards the smartphone as a happy object intersect with the students’ future vocational identity as building and constructing workers, as well as explicating an anti-school culture.

8 citations

01 Jan 2015
TL;DR: The relationship between corporal punishment and gender in two public schools in New Delhi is discussed in this paper, where women teachers beat male students, justifying it as the only way to get "respect" from them and as a way of maintaining "obedience" and "control".
Abstract: In this article I discuss the relationship between corporal punishment and gender in two public schools in New Delhi. Women teachers beat male students, justifying it as the only way to get “respect” from them and as a way of maintaining “obedience” and “control.” They emphasized that male teachers did not need to hit male students, as these teachers were respected simply because they were men. Both students and teachers agreed that “boys needed beating,” but that girls were inherently obedient and should not be hit. Drawing on scholarly literature, news sources, and observation of and interviews with teachers, students, and parents, I show how corporal punishment in schools is not simply punishment for in-school wrongdoing. Rather, corporal punishment demonstrates how ideologies of femininity, masculinity, age, and power are constituted through everyday, normalized violence against youth, and reinforced through the school system.

8 citations

DOI
01 Jun 2018
TL;DR: In this article, the authors examined how modern schooling, particularly in relation to English teaching/learning including English-as-a-medium-of-instruction (EMI), perpetuates social exclusion of the Dalit schoolchildren.
Abstract: Modern schooling is often expressed as one of the key social dynamics of development and modernisation in Nepal. Ideally, school policies and pedagogies are said to embrace inclusion, socialisation and democratisation of young children irrespective of their class, caste, gender and ethnicity. The state’s signatory promises in national/international conventions and platforms often mention social inclusion as the most important expected goal of formal schooling. However, such an understanding is often undermined by persistent educational inequalities and differences which, in turn, underline emergent social, cultural and economic forces that exacerbate social exclusion of many schoolchildren. English Language Teaching (ELT), one of the modern education specificities in the national educultural space, is intricately connected to such inequalities, and is the de facto cause of the enforcing social exclusion of socially, culturally and economically marginalised Dalit children, despite the fact that they attend schools and English as a Foreign Language (EFL) classrooms as the “principled inclusion” advocates. Amid this paradox, the main purpose of this paper is to examine exclusionary-inclusion in relation to modern schooling and English learning in rural settings. Employing critical ethnography, this paper examines how modern schooling, particularly in relation to English teaching/learning including English-as-a-medium-of-instruction (EMI), perpetuates social exclusion of the Dalit schoolchildren. The analysis of the data derived from qualitative interviewing, participant observation and learner diaries, suggests to us that policy-practice ambiguities and complicated intersection of existing caste-class-gender disparities with English Learning Opportunities (ELOs) are the principal domains areas that enforce “exclusionary-inclusion” among the marginalised Dalit children in community, school and EFL classroom spaces in rural Nepal.

8 citations

Dissertation
01 Jan 2014
TL;DR: Unmarked and unheard: Voices of working class White men in an Appalachian borderland as discussed by the authors is a collection of interviews with working class white men in the Appalachia region of the US.
Abstract: Unmarked and unheard: Voices of working class White men in an Appalachian borderland"

8 citations