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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20 Oct 2017
TL;DR: In this paper, a critical discourse analysis to the contents of a section of the textbook of History of the 5th grade in primary education is presented, focusing on the main frame transition from the Roman to the Byzantine world, with references to the social, juridical-legal, economic, cultural and political structures.
Abstract: In this study we present a critical discourse analysis to the contents of a section of the textbook of History of the 5th grade in Primary Education. The selected chapters (13-16 of the third (C) section) are included in the student’s school book and they are chosen because of their deep political hue and individual political messages emerging in symbolic or declaratory field. The researching historic interest is focused on the main frame transition from the Roman to the Byzantine world, with references to the social, juridical-legal, economic, cultural and political structures. The constructed narrative shows off the presentation of the Byzantine Emperor. The main objective is to understand and study the epistemological potential of a marxistic proposal posed as an open issue: a) What is the subject in the process of teaching history? b) What we teach in history class (content), to whom we address (configuration personal characteristics), why, who pose the questions and why? Thus we suggest three possible methods: a) qualitative content analysis -and particularly critical discourse analysis of textbooks, b) a review of education policy, c) a pedagogic composition through critical dialectical analysis in order to comprehend the marxistic historicity which seems to be hiding.
7 citations
01 Jun 2014
TL;DR: In this paper, the authors studied what biographical experiences shape the trajectory of students demonstrating resilience during a time of transition and found that supportive social relationships, community and school resources and educational policies are critical to shaping agency.
Abstract: This study answered what biographical experiences shape the trajectory of students demonstrating resilience during a time of transition. It charted the material conditions of agency and structures. The findings pointed to supportive social relationships, community and school resources and educational policies being critical to shaping agency.
7 citations
TL;DR: In this article, the authors discuss new challenges for the sociology of education in Norway, related to the educational system's position as the main socialization arena for young people, as well as new developments within educational policy, and thus within school.
Abstract: Sociology of education in Norway has traditionally been preoccupied with the classic problems related to education and the reproduction of social inequality. As the general social scientific and political focus on inequality decreased, the sociology of education also became less visible. At the same time, the sociology of youth evolved, and brought with it a shift from theories of reproduction towards theories of individualization and cultural detachment. New challenges for sociology of education are also discussed. These are related to the educational system's position as the main socialization arena for young people, as well as new developments within educational policy, and thus within school. What kind of identities are “produced” within the educational system?
7 citations
TL;DR: This paper explored how classed identities are constituted through the socio-sartorial inscriptions of a working-class school and community in an Irish city in the twenty-first century.
Abstract: This paper explores how classed identities are constituted through the socio-sartorial inscriptions of a working-class school and community in an Irish city in the twenty-first century The data of the paper were generated through a wider three-year critical ethnography of a school community The focus here is upon the identity work of the participants as it is connected to the school and the wider community The article makes a particular contribution to the conversation of cultural constructions of class; in this instance through socio-sartorialism and how cultural capital is embodied and performed through people The paper offers illustrative cases formed from participant interviews and an analysis of how socio-sartorial inscription contributes to the making of class in educational contexts
7 citations
Dissertation•
01 Jun 2011
TL;DR: This paper explored the attitudes of pupils at risk of exclusion from school in terms of barriers they perceive to increase their risk of being excluded and positive enablers they suggest which could reduce their risk This paper.
Abstract: This research study aims to explore the attitudes of pupils at risk of exclusion from school in terms of barriers they perceive to increase their risk of exclusion and positive enablers they suggest which could reduce their risk of exclusion. It is a qualitative study and semi‐structured interviews were conducted with 30 young people at risk of exclusion in one secondary school used as a case study.
Six thematic findings emerged from the data: pupil‐teacher relationships, discipline, curriculum, physical surroundings, organisational structure and social relationships. Pupils discussed these themes in terms of perceived barriers to engagement at school as well as suggesting potential enablers which could improve their experience. Significant suggestions were the need for holistic and pastoral care from school staff, smaller class sizes and more interactive and kinaesthetic lessons.
The study outlines and analyses, in detail, barriers which emerged from the findings and then uses these alongside potential enablers suggested by the pupils to make recommendations for future practice.
7 citations