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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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: This paper explored the social identity development of white suburban high school students in a working-class area of North Eastern United States and argued that these discourses of normality work to hide both the white privilege as well as the disadvantages the teens experience as a result of their working class backgrounds.
Abstract: Using findings from an interview-based ethnographic research study, this article explores the social identity development of white suburban high school students in a working-class area of north-eastern United States Discussion focuses on the ways that ‘whiteness’ and ‘normality’ become conflated for these white working-class teens as they identify themselves as ‘average,’ ‘regular,’ and ‘normal,’ by enlisting neoliberal discourses of individuality, consumerism, and opportunity I argue that these discourses of normality work to hide both the white privilege as well as the disadvantages the teens experience as a result of their working-class backgrounds
6 citations
01 Jan 2018
TL;DR: TRAILER PARK KIDS: An ETHNOGRAPHIC STUDY OF IDENTITY FORMATION in an AFFLUENT SUBURBAN MIDDLE SCHOOL as discussed by the authors.
Abstract: TRAILER PARK KIDS: AN ETHNOGRAPHIC STUDY OF IDENTITY FORMATION IN AN AFFLUENT SUBURBAN MIDDLE SCHOOL
6 citations
Dissertation•
01 Mar 2014
TL;DR: In this paper, the authors examined how middle class Pakistani young people construct contemporary international conflicts and found that the participants argued that terrorism, whether perpetrated by state or non-state actors, was wrong, and they were highly critical of US policies and actions in the wider world.
Abstract: This thesis examines how middle class Pakistani young people construct contemporary international conflicts. Little previous research has been conducted in this area, and none in Pakistan. This investigation is of interest because young people like the ones who participated in my research may become future leaders. Therefore, their perceptions and understanding of these issues may influence the way these are addressed in the future.
This thesis draws on literature about the just war tradition – what are the just causes of war or jus ad bellum and how ethical warfare must be conducted or jus in bello. The theoretical framework used is that of social constructionism, especially drawing on the ideas of Jonathan Potter, Margaret Wetherell, Kenneth Gergen and Michel Foucault.
The research involved six focus groups with Pakistani young people aged 17-18 years. The study found that the participants talked enthusiastically about issues related to international conflicts. They drew on a range of discourses and evidence to construct their arguments, some of which were grounded in not very reliable evidence. They argued that terrorism, whether perpetrated by state or non-state actors, was wrong, and they were highly critical of US policies and actions in the wider world.
These findings are important because Pakistani society faces a serious challenge from militancy and terrorism. The thesis suggests that changes to the content and delivery of school curricula can help young people to develop a more informed and morally active sense of citizenship and world affairs.
6 citations
TL;DR: This paper used data about 905 pupils, 41 classes and 11 schools in a European metropole to confirm the hypothesis that in this specific context ethnic diversity in classrooms does lead to positive effects on educational performance.
Abstract: According to Robert Putnam (2007) ethnic diversity in cities and neighborhoods does not lead to an increase of trust and social capital as previously predicted by intergroup contact theory (Pettigrew, 1998); instead it triggers a reaction of hunkering down that leads to a decrease in trust and social capital of both in-group and out-groups. But what happens if we focus on youngsters that are growing up in a multi-ethnic metropole, that are considering ethnic diversity as a something "normal", and that are bridging their ethnic differences by sharing a common street culture and language? In this article we use data about 905 pupils, 41 classes and 11 schools in a European metropole to confirm the hypothesis that in this specific context ethnic diversity in classrooms does lead to positive effects on educational performance.
6 citations
01 Jan 2012
TL;DR: In this paper, the authors present a survey research report on observed classroom methods, approaches and strategies employed by Mathematics teachers and students in selected senior secondary schools in Zimbabwe, where they identify that teacher dominance is a negotiated product, which results from teachers and student exercising power on each other in the classroom.
Abstract: This study is a survey research report on observed classroom methods, approaches and strategies employed by Mathematics teachers and students in selected senior secondary schools in Zimbabwe. The identification is that that teacher dominance is a negotiated product, which results from teachers and students exercising power on each other in the classroom. Classroom practice is possible where power is conceptualized as a productive enabling force that simultaneously constrains and enables human action. In theory various perspectives of classroom reality become a co-construction, which is a joint project by the teacher and students. This study surveyed Mathematics teachers and students in randomly selected schools. Participatory and action research methods (triangulation) were used. The literature reviewed, questionnaires administered and the interviews conducted enabled the researcher to produce this report. The conclusion that could be drawn from this study is that if classroom practice is viewed as a dialectical co-construction then students’ passivity must be recognized as their exercising of power on the teacher.
6 citations