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: In this article, the authors analyzed how "unaccompanied minors" talk about everyday life and themes related to loneliness and found that loneliness may occur when these young people experience lack of control in managing life and when they feel no one grieves for them; loneliness may be dealt with by creating...
Abstract: Research has largely focused on ‘unaccompanied minors’ as a vulnerable group at risk of developing psychological problems that affect their health. Separation from primary caregivers is considered one of the foremost reasons for these young people’s proposed loneliness. Thus, the official and ascribed identity is that they are lonely and that loneliness is their major problem. But research has seldom given the young people themselves an opportunity to express their views in an attempt to trace the often situational, dynamic and complex nature of social and emotional life. The present article analyses how ‘unaccompanied minors’ talk about everyday life and themes related to loneliness. The authors followed 23 ‘unaccompanied minors’ during a period of a year through ethnographic observations and qualitative interviews. Results: Loneliness may occur when these young people experience lack of control in managing life and when they feel no one grieves for them; loneliness may be dealt with by creating ...
47 citations
TL;DR: The authors examines linguistic diversity among minority ethnic undergraduate students categorised as from widening participation backgrounds in a new university in London and considers how the students negotiate multilingual and bidialectal identities within the context of an academic writing program regarded as providing English language remediation.
Abstract: This paper examines linguistic diversity among minority ethnic undergraduate students categorised as from widening participation backgrounds in a new university in London. All the students are British-born and educated and from working-class families. The paper considers how the students negotiate multilingual and bidialectal identities within the context of an academic writing programme regarded as providing English language remediation. Firstly, there is a consideration of how the students position their heritage languages in relation to English. It identifies three key ways in which the students adopt multilingual identity positions in the academic community, showing how these allow the students to display weaker to stronger affiliation to heritage languages in the setting. Secondly, there is an exploration of how the students adopt bidialectal identity positions to contrast the ‘posh’ (standard English) practices of the academic community with the ‘slang’ (vernacular English) language practices of their peers. It considers ways in which the ‘posh/ slang’ binary enables the students to establish social networks and negotiate their positioning as in need of English language remediation. The paper argues for an imagining of English-medium universities as multilingual spaces in which the linguistic diversity of non-traditional minority ethnic students is viewed primarily as asset, rather than problem.
47 citations
TL;DR: This article explored the key features of laddishness identified by secondary school teachers and explored and critically evaluated the strategies that these teachers use, or advocate, for tackling laddness, focusing particularly on the ways in which these are gendered.
Abstract: Concerns about schoolboy ‘laddish’ anti‐learning and/or anti‐school cultures are pervasive in current education discourses. Mandates to tackle laddishness frequently assume that there is a common understanding of what laddishness means, and also that teachers will know how to tackle it. This article explores these assumptions, drawing upon data generated during interviews with 30 secondary school teachers working in England. First, it maps out the key features of laddishness identified by the secondary school teachers. Second, it explores and critically evaluates the strategies that these teachers use, or advocate, for tackling laddishness, focusing particularly on the ways in which these are gendered. The paper closes with a discussion of the different agendas that may underpin attempts to tackle laddishness, and the pitfalls to avoid if teachers are to enhance learning and promote social justice.
46 citations
Dissertation•
01 Jan 2015
TL;DR: This article examined how the supposed transformative qualities of reflective practice that are cited largely uncritically in education and health literature, viewed as a panacea, might be applied to race and difference.
Abstract: This thesis sets out to examine how the supposed ‘transformative’ qualities of reflective practice that are cited largely uncritically in education and health literature, viewed as a panacea, might be applied to race and difference. Central to this is the work of Donald Schon on reflection-in-action, which elevates practice above theoretical knowledge that Schon casts as a product of ‘technical rationality, influenced by the growth of higher education. Schon’s work through its pre-eminence on action gained much greater exposure, in contrast to Boud and Mezirow who placed a greater emphasis on the role of emotion and through this to draw attention to differing types of knowledge offering more holistic ways of knowing.
The study is influenced by critical lenses from institutional ethnography (Smith 1987, 1990, 2005, 2006) and critical race theory (Delgado and Stefancic 2001) that draw on intersectionality in drawing up nuanced constructions of race and difference embedded in ‘texts’ forming everyday racism and sexism in the workplace, preventing educators from actively opposing institutionally discriminatory practices. Work on race, viewed in this study as a series of moments, has most recently seen the ascendancy of post-racism, suggesting that ‘authentic’ racism is a relic of the past. This has accelerated the stripping of critical spaces to examine race in education, both for trainees and also current practitioners. Work on race and difference in particular though needs to produce critical examinations of structure and agency in work settings. Space, resources and expertise for this are being denied, replaced by simplistic calls for an uncritical ‘meritocracy’ in education underpinned by a neo-liberal managerialist approach, focusing on efficiency and achievement discourses.
Both IE and CRT build data from the ground up using informant perspectives to map the flows of power rather than through a ‘sociological’ critique of policy to produce narratives examining how ‘ruling relations’ are embedded in everyday taken for granted work processes. Drawing on visual methods, as well as interviews and observations this study produced rich, deeply descriptive data to uncover ruling relations, evidenced in policy as well as everyday practice. Methodological reflexivity produced a critique of the use of NVIVO as a data processing and reducing tool. Increasingly regarded as an indispensable part of the qualitative researcher’s ‘kit’, it leads to a predilection for grounded theory and therefore misses more nuanced readings of data.
‘I-poems’ provided entry to power relations of race, gender, age, class and religion in the settings via a richer alternative hermeneutic process. Producing narratives which gave access to emotions in the workplace and in relation to race highlighted how the presence of bureaucratic systems for ‘handling’ difference and the presence of multicultural ‘performance’, a facet of post-race work have resulted in producing an illusion of ‘race work’ with little informed examination, buttressed by strong, emotional constructs. This results in reflection being used for solitary, internal contemplation as a palliative rather than being a site of collaborative, critically informed, transformative action.
46 citations
TL;DR: The authors argue that the concept of the pedagogical state can be used to better understand the cultural practices of governing through pedagogy means, and the evolving relationship between state and citizen, and argue that it is inadequate to identify educational reforms and resultant citizen subjectivities as straightforwardly neoliberal without paying attention to the deeper and wider characteristics of pedagogogical power.
Abstract: This paper argues that the concept of the ‘pedagogical state’ (Hunter 1994, Kaplan 2007) can be employed to better understand the cultural practices of governing through pedagogical means, and the evolving pedagogical relationship between state and citizen. The introduction of statutory Citizenship Education lessons in secondary schools in England in 2002 is used as a case study through which to develop the idea of the pedagogical state. It is argued that Citizenship Education makes manifest practices of citizen-formation, opens up a space in which teachers and pupils actively negotiate the tensions between freedom and government, and evokes a response which is often characterised by public scepticism. In this sense, it is inadequate to identify educational reforms and resultant citizen subjectivities as straightforwardly neoliberal without paying attention to the deeper and wider characteristics of pedagogical power.
46 citations