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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: In this article, a study on students' accommodation and resistance during group work is presented, focusing on the question "What's in it for me?" and the response "I don't know".
Abstract: "What's in it for me?" A study on students' accommodation and resistance during group work.

6 citations

Journal ArticleDOI
TL;DR: In this paper, the authors tried to explain why students' behavioural disengagement occurs and reoccurs in Swedish classrooms in terms of two mechanisms: peer encouragement and the school subject curriculum.
Abstract: Student behavioural disengagement is a problem in many schools. This paper aims to explain why students’ behavioural disengagement occurs and reoccurs in Swedish classrooms in terms of two mechanisms. Mechanisms that explain student disengagement are tested quantitatively and illustrated qualitatively with primary data consisting of 74 video-recorded classroom lessons from three compulsory schools in Sweden. The regressions suggest that peer encouragement and the school subject curriculum are central for explaining student behavioural disengagement. Qualitative analysis decomposes how the mechanisms of peer encouragement and school subject curriculum increase the risk of behavioural disengagement in real time using transcripts and images. In conclusion, this study shows how both mechanisms provide complementary explanations for students’ behavioural disengagement.

6 citations

Journal ArticleDOI
TL;DR: This article studied worker experiences of the labor process in Finnish industrial workplaces during the Fordist period from World War II to the 1970s and found that workers often enjoyed significant autonomy, showed initiative and learning abilities, worked in teams, identified themselves with the employer, and strived for quality and craftsmanship.
Abstract: In this article, we study worker experiences of the labor process in Finnish industrial workplaces during the Fordist period from World War II to the 1970s. Using biographical material, we examine the ways in which workers utilized their emotions, teamwork skills and personal aspirations in the production process. We argue that many workplaces of the period were far less bureaucratic and rationalized than stereotypical images suggest. The efforts of the workers were not just physical performances under strict managerial control; workers often enjoyed significant autonomy, showed initiative and learning abilities, worked in teams, identified themselves with the employer, and strived for quality and craftsmanship. This shows how the managerial representations of the workplace during the period hid much of the emotional and social life on the shop floor.

6 citations

Dissertation
01 Jan 2015
TL;DR: The authors examined the assertion that, in spite of the twenty-first century rhetoric of equality in English education, class and values based prejudice in schools remains strong, and questioned whether school practice widened the achievement and attitudinal gaps between different groups of students.
Abstract: This study examined the assertion that, in spite of the twenty-first century rhetoric of equality in English education, class and values based prejudice in schools remains strong. It particularly explored how practitioners perceived different groups of students, students’ self-reported attitudes to school, and whether or not the between-group differences perceived by practitioners reflected the self-reported views of students. Furthermore it examined whether practitioners’ perceptions of students were linked to gender, SEN, ethnicity, academic ability, or economic, familial, and cultural capitals, and whether students with socio-economic status and cultural capital closest to that of practitioners were viewed more positively than other students. Finally, it questioned whether school practice widened the achievement and attitudinal gaps between different groups of students. The study followed 156 students for their first four terms in secondary school. Student questionnaires were used to create group profiles for initial and post-first-year attitudes, academic self-concept; cultural capital, and socio-economic capital. Practitioner perceptions of students used teacher-awarded motivation grades, detention and behaviour logs, ability-group placements, and questionnaires with pastoral managers. Analytical procedures included factor analyses, comparisons of means, and a regression analysis. The findings showed that practitioner-perceived group differences were much larger than the differences perceived by students. Practitioners perceived larger differences between English ability groups compared to Maths groups. Also, practitioners perceived girls and high cultural capital students as more motivated and in-tune with school values than others. Poorer male students, SEN students, and students with a single parent were perceived less positively than others. An elite group of students had more economic and cultural capital than others, and were viewed very positively by practitioners. There was a suggestion that non-white students were not viewed as positively as they should have been. The study suggested a need to further explore the situation of mixed-heritage children. The study suggested that teachers as individuals, and schools as institutions, need to question whether they discriminate against poorer students and those with cultural capital different from their own. They also need to question whether they are gender stereotyping and ask if they are offering boys from disadvantaged backgrounds an appropriate curriculum delivered in an effective pedagogical style. The findings of this study had important policy implications for pedagogy, curriculum content, school organization, and equal opportunities. They suggested that some practices exacerbated pre-existing achievement and attitudinal gaps.

6 citations

Journal ArticleDOI
01 Jan 2018-Numeracy
TL;DR: In this review, this review highlights O’Neil’s core argument and provides beginning thoughts on how the Numeracy community might take up the book moving forward.
Abstract: Cathy O’Neil. 2016. Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy (New York, NY: Crown) 272 pp. ISBN 978-0553418811. Accessible to a wide readership, Cathy O’Neil’s Weapons of Math Destruction: How Big Data Increases Inequality and Threatens Democracy provides a lucid yet alarming account of the extensive reach of mathematical models in influencing all of our lives. With a particular eye towards social justice, O’Neil not only warns modelers to be cognizant of the effects of their work on real people—especially vulnerable groups who have less power to fight back—but also encourages laypersons to take initiative in learning about the myriad ways in which big data influences their lived experiences. In this review, I highlight O’Neil’s core argument and provide beginning thoughts on how the Numeracy community might take up the book moving forward.

6 citations