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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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Journal ArticleDOI
TL;DR: There is a plethora of measures of social class, and social stratification more widely as discussed by the authors, and Occupation-based measures are most frequently used in social stratifying research, although more recently...
Abstract: There is a plethora of measures of social class, and social stratification more widely. Occupation-based measures are most frequently used in social stratification research, although more recently ...

7 citations

21 Apr 2017
TL;DR: A Mechanism Approach to the Sociology of Teachers' and Students' Actions as discussed by the authors, teaching practice, student disengagement and Instructional Materials Author: Olof Reichenberg Language: English with a Swedish summary ISBN: 97891-87876-14-1
Abstract: Title: A Mechanism Approach to the Sociology of Teachers’ and Students’ Actions – Teaching Practice, Student Disengagement and Instructional Materials Author: Olof Reichenberg Language: English with a Swedish summary ISBN: 978-91-87876-14-1

7 citations

Dissertation
01 Jan 2012
TL;DR: In this article, the authors explored how masculinity is constructed by students in a European-based international school and found that the negotiation of masculinity in this setting is a complex process of stabilisation and fragmentation.
Abstract: This research explores how masculinity is constructed by students in a European-based international school. The study has two objectives. First, it examines the interplay between the culture of the school and young men’s masculine identities and considers how the style of masculinity influences and is influenced by the culture of the school. Second, it explores this interplay by focusing on the institution, friendships and relationships between students, and the curriculum. Methodologically the research is underpinned by critical realism that recognises the mediated nature of reality, and is a situation where constructivism cannot be ignored. The research adopts a mixed-methods approach and considers both students and teachers. It draws upon questionnaires, classroom observations, and focus groups. It also integrates semi-structured interviews with a life histories method to capture young men’s gendered worlds. The research finds that existing theoretical frames that have been used to understand young men’s schooling experiences have limited analytical purchase in this context. As a consequence, the thesis argues that in order to understand young men’s gendered identities in this international school context requires a concept of ‘third culture’ masculinity. Constituted through respect, tolerance, diversity, tactical heterosexuality, and female masculinity, ‘third culture’ masculinity becomes pivotal to how young men gender themselves and others in the school. The thesis concludes by suggesting that the negotiation of masculinity in this setting is a complex process of stabilisation and fragmentation. Furthermore the thesis argues that existing educational research on masculinity may benefit from understanding the formation of gender relations in an international schooling context.

7 citations

Journal ArticleDOI
TL;DR: In this article, the authors demonstrate how inadequate state regulation could make possible the manipulation of grade retention institutionally and individually in Macao and illustrate how the specific contextualized structural operation of grade-retention could serve as a mechanism for social differentiation and thus play a role in contributing to the observed educational inequality.
Abstract: While the existence of a class, gender, or ethnic gap in educational attainment is well documented for many societies, how the practice of grade retention contributes to these patterns of educational inequality has been inadequately addressed. Given that grade retention is commonly practised in Macao, Macao is used as a case for illustration. Using data from PISA 2009 and a qualitative research project, we seek to demonstrate how inadequate state regulation could make possible the manipulation of grade retention institutionally and individually in Macao. This, in turn, illustrates how the specific contextualized structural operation of grade retention could serve as a mechanism for social differentiation and thus play a role in contributing to the observed educational inequality.

7 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks.
Abstract: Students from the technical and vocational track in Flanders have more homonegative attitudes than other students We investigate what explains this track difference and if the homonegativity is reflected in more bullying experiences by lesbian, gay, and bisexual (LGB) students in these tracks The results show that sex-role ideology and religion are related to homonegative attitudes, but they do not explain the greater homonegativity of technical and vocational track students The study also confirms that LGB students experience significantly more bullying than heterosexual students, but the experience of bullying does not differ significantly between tracks

7 citations