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 paper, an ethnographic study conducted with adolescent boys at a Canadian elementary school was conducted to explore the intersubjective and intrasubjective meaning-making processes that concurrently invite or dissuade participation.
Abstract: In the pursuit of understanding declining levels of participation from scholastic Health and Physical Education (HPE), ethnographic research has been increasingly utilised as a tool to explore the intersubjective and intrasubjective meaning-making processes that concurrently invite or dissuade participation. Despite the ostensible epistemological benefits of deploying ethnographic research as a vehicle for better understanding contextual HPE (dis)engagement processes and meanings, a critical methodological discussion of the actual implementation and positionality of these methods is largely absent in the extant literature. Reflecting on an ethnographic study conducted with adolescent boys at a Canadian elementary school, this paper provides HPE ethnographers with a series of methodological deliberations, and reflexive points of departure for consideration in the design and implementation of ethnographic research. Specifically, this paper elucidates the process of rapport building with teachers/students, t...
31 citations
TL;DR: In this paper, the authors focus on the relationship between the subjective narratives of young people and dominant political storylines on education, and ask how political storylines can be traced in young people's narratives, and if and how they affect the narratives and transitional processes of the young people in question.
Abstract: The primary educational objective in Denmark is to ensure ‘education for all’, and one decisive logic within educational policy is that young people's transitions through the educational system and into the labour market should be accelerated and streamlined. This logic presupposes a normal transition with regard to young people's educational choices and a view of educational choice as ‘rational’ and individual. Drawing on an understanding of educational choice as socially embedded, this article focuses on ‘youth at risk’ in education, post-15 educational choices and educational transitions. The main focus of this article will be the relationship between the subjective narratives of young people and dominant political storylines on education. I shall ask how political storylines on education can be traced in young people's narratives, and if and how they affect the narratives and transitional processes of the young people in question. I shall argue that the normal transition, which is currently held up as...
31 citations
Journal Article•
TL;DR: The authors traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context.
Abstract: As critical pedagogy becomes more mainstream on the educational landscape in the United States, it is important to revisit the original tenets of critical pedagogy and explore their current manifestations. Since the beginning of “criticalism” from the theoretical/foundational work of the Frankfurt School of Critical Social Theory, critical theory challenges traditional theory steeped in positivism and calls out for justice and liberation. This article traces the paths of critical education, critical pedagogies, and Marxist education in the United States by examining the tenets of critical pedagogy from a Marxist point of view while providing a historical context. In addition, this piece presents familiar challenges and critiques lodged against the practice of critical pedagogy in the United States. Examples of revolutionary/Marxist critical pedagogy-inpractice in various K-adult contexts are described and questions about vitality or the ability of critical pedagogy to endure in the face of intensified capitalism are also explored.
31 citations