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 authors argue that theory has become fetishized and contributes to class differentiation as most people are excluded from its theory, and they suggest that most people in social science are not included in its theory.
Abstract: This article addresses the consequences of theory in social science. It suggests that theory has become fetishized and contributes to class differentiation as most people are excluded from its incr...
7 citations
Posted Content•
TL;DR: In this paper, the authors discuss the relationship between social inclusion and structural transformation in the classic social science and warn against simplifying conclusions about the way structural transformations impact social inclusion, and suggest that effects can be mediated, technologies are given meaning, and societies create institutions in response to structural changes that threaten cohesion or identity.
Abstract: Social exclusion has been a growing concern in the global North and South alike. The causes of this have been the subject of much debate. This paper discusses whether structural transformation - broadly defined as the economic and technological changes that have a major impact on societies' livelihoods - play a role in this. For this, the paper explains what social inclusion is, how it is defined and measured, and how thinking on the relationship between social inclusion and structural transformation has evolved in the classic social science. The paper warns against simplifying conclusions about the way structural transformations impact social inclusion. With respect to the rising inequalities of the last 20 years, also, the (limited) data suggest mixed trends with respect to social inclusion. Insights from social science analysis indicate that effects can be mediated, that technologies are given meaning, and that societies create institutions in response to structural changes that threaten cohesion or identity.
7 citations
Journal Article•
TL;DR: In this paper, the authors examine why in-grade retention rates are so high in Macao by examining the operation of its education system and conclude that in-grades retention rates of Macao are high mainly due to its education systems being a system of private schools without effective state governance.
Abstract: This paper seeks to address why in-grade retention rates are so high in Macao by examining the operation of its education system. To this end, I shall draw on data from a qualitative research project on educational inequality in Macao, referring specifically to criteria for in-grade retention set by different schools, the related practices of schools and teachers, and the schooling experiences of students. This examination leads me to argue that in-grade retention rates of Macao are so high mainly because its education system is a system of private schools without effective state governance. This argument, then, urges us to rethink the belief that a privatized schooling system allows competition between schools and thus provides more parental choices; therefore it is efficient and effective in providing quality education. The case of Macao suggests that competition does not necessarily guarantee more school choices for parents or the provision of quality education.
7 citations
TL;DR: This paper conducted interviews with 36 students aged 11-16 from both slum and middle-class backgrounds, in 2012 and found that teachers were sometimes hard-working in preparing their students for examinations, and ultimate responsibility fell to the students.
Abstract: Children living in urban slums in Dhaka, Bangladesh, often have poor access to school and attend different types of school than students from middle class households. This paper asks whether their experiences in school also disadvantage them further in terms of their learning outcomes and the likelihood of dropping out. It is based on interviews with 36 students aged 11-16 from both slum and middle-class backgrounds, in 2012. Most of the participants were in private schools, and learning was overwhelmingly geared towards assessment and the memorisation of set content. Though teachers were sometimes hard-working in preparing their students for examinations, ultimate responsibility fell to the students. Ranking and labelling of students kept their examination performance salient at all times. Teacher-student relationships varied from the supportive to the abusive. Beating and humiliating punishment were common in all types of school, despite a recent legal ban on the former. Lessons were sometimes dry, irrelevant to students’ lives, and with little scope for active student engagement. A new emphasis on ‘creative learning’ in curricula and teacher training had, at the time of the study, yet to filter into the classroom. Students were subject to the risk of violence both outside and inside the school, whatever their background. However, it was much easier for middle class students to change school when they ran into problems, or to employ private tutors if they needed more help with their lessons. Their way of talking about school reflected a strong sense of inevitability that they would at least complete secondary education, whereas students from slums were limited to one or two local options and even there, their places in the classroom were precarious. The paper discusses how these experiences in school are likely to heighten the risk of dropping out for slum students, analyses the results in terms of de-facto privatization and school accountability, and recommends better regulation of private tuition, and teaching styles that are less obsessed with examination results.
7 citations
TL;DR: The authors investigates the public educational discourse in Sweden and reveals constitutions of class in which race, place, gender, economy and agency are intertwined, such that the schools and the students are attributed both different statuses and different subject positions in terms of future economic trajectories.
Abstract: Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that neither becomes totally hegemonic. Taking as its point of departure the neoliberal emphasis on the individual, especially as it relates to school choice and to the significance of class for educational success, the analysis focuses on the constitution of classed positions. The study reveals constitutions of class in which race, place, gender, economy and agency are intertwined, such that the schools and the students are attributed both different statuses and different subject positions in terms of future economic trajectories. The conclusions drawn are that, in the public conversation about the organization and goal of compulsory education, it is important to be aware ...
7 citations