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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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DissertationDOI
01 Jan 2017
TL;DR: A partir d'une enquete ethnographique dans trois cycles d'orientation du canton de Geneve, cette etude questionne l'usage and la production of la ressource spatiale dans les phenomenes d'inclusion and d'exclusion entre pairs as mentioned in this paper.
Abstract: A partir d'une enquete ethnographique dans trois cycles d'orientation du canton de Geneve, cette etude questionne l'usage et la production de la ressource spatiale dans les phenomenes d'inclusion et d'exclusion entre pairs. Avec une perspective de geographie politique, l'espace scolaire est apprehende comme un dispositif spatial, ou s'entretiennent des rapports de genre et de classe d'âge. La recherche croise des observations ethnographiques des usages et occupations de l'espace scolaire (cour, couloir, escaliers, hall), des entretiens, et un projet artistique sur « l'ecole, comme lieu(x) de vie » mene en collaboration avec trois enseignantes d'arts visuels. L'etude contribue au champ emergent de la geographie des enfants, encore tres peu explore avec les adolescent-e-s, et apporte une contribution originale sur la comprehension des rapports de pouvoir dans les micro-espaces. Reconnaissant l'espace scolaire comme un espace politique, elle elabore aussi des pistes pour penser des espaces educatifs plus inclusifs.

27 citations

Dissertation
01 Jan 2014
TL;DR: In this paper, the authors investigated how the extensive use of networked computers, which were the primary classroom learning resource for three Level 3 cohorts of Further Education students, impacted on how the students approached the academic elements of their coursework.
Abstract: This thesis analyses how the extensive use of networked computers, which were the primary classroom learning resource for three Level 3 cohorts of Further Education students, impacted on how the students approached the academic elements of their coursework Using an ethnographic methodology the students were followed as they progressed over one academic year, to identify how they engaged with their learning and used the technologies over this period The study of students’ classroom academic and literacy practices when using the new digital technologies of computers and the Internet as resources in post-compulsory education is a relatively neglected area At a time when there is the continued call for the increased use of these technologies across the curricula, this ethnography offers an insight into students’ responses to the technologies and how these significant educational resources can also divide the classroom into both educational and social-leisure spaces What became apparent over the year was students’ superficial level of engagement with online research resources and how that information was then processed Students’ use of software to manipulate digital text bypassed any evidencing of intermediary cognitive processes, therefore at times idea generation, critical development and level of ownership became challenging to identify Notably, students’ extensive use of computers resulted in their gaze being primarily directed to their computer monitors and despite the sociality amongst students for non-educational activities, both in and out of the classrooms, the benefits of peer discussion and interaction for learning was absent due to this level of academic isolation Students’ use of the technologies for either educational or social-leisure use was reflective of the learning conditions and what affected their levels of motivation and attention For a number of students, their excessive use of the classroom computers to access online social-leisure resources came at a cost to their grades and their ambitions for progression had to be reduced There is no doubting the value of computers and the Internet as classroom learning resources, however, this research identifies that they are certainly not a quick panacea for education The evidence illustrates that to attain the potential they offer, there needs to be relative adjustments to pedagogy and learning cultures and how students conceptualise the space of computer-resourced classrooms

27 citations

Journal ArticleDOI
TL;DR: In this article, the institutionalisation of fair trade education in schools in Bristol, a city in the southwest of England, is presented as an empirical case through which to consider how best to theorise the rationalities of consumptionoriented campaigning by NGOs.
Abstract: The ethics of everyday consumption has become a key concern for social and environmental justice campaigning by NGOs in the United Kingdom. Schools are a prominent site for such campaigns, where, alongside other 'controversial issues' and initiatives such as citizenship education, the problematisation of consumption practices has developed its own distinctive set of pedagogical devices. This paper questions the analytical framing of education as a space of neoliberal subjectification, in which 'critical pedagogy' is seen as the only legitimate form of resistance within theoretical models of domination - subordination and governmentality. The institutionalisation of fair trade education in schools in Bristol, a city in the southwest of England, is presented as an empirical case through which to consider how best to theorise the rationalities of consumption-oriented campaigning by NGOs. We discuss the consequences of problematising global responsibility where learnign is seen as a performative encounter between reflexive actors situated in particular sociocultural environments.

27 citations

15 Jan 2016
TL;DR: In this article, the authors focused on the differences in reputation between general and selective classes across and within schools, the constructed urban spaces of school choice, and families choices, and the ways in which the educational trajectories of the pupils diversify and differentiate in basic education.
Abstract: This dissertation is positioned in the fields of sociology of education, urban sociology and family studies. The focus of the study is on schools and families lower-secondary school choices in 2010s urban Finland. The study consists of four academic articles and an introductory part, in which the results of the four original articles are presented and discussed in relation to each other. The first sub-study (I) is a literature review, in which the application and transmission of concepts in school choice research in five European countries is examined. The three empirical sub-studies (II−IV) concentrate on how the reputations and prestige of schools and their general and selective classes in the case city of Espoo are constructed in the parental discourse, what sorts of lower-secondary school choices the families conduct in relation to those hierarchies of symbolic prestige, and which factors seem to be interrelated to the success in the competition over certain study positions. The analysis concentrates on the differences in reputation between general and selective classes across and within schools, the constructed urban spaces of school choice, and families choices. The ways in which the educational trajectories of the pupils diversify and differentiate in basic education were analysed. The data consists of 96 semi-structured thematic interviews with parents of 6th graders. The interviews were conducted during the spring of 2011 in the research project Parents and School Choice. Family Strategies, Segregation and School Policies in Chilean and Finnish Basic Schooling (PASC). The data includes parents from all school catchment areas. The interviews were analysed by applying theory-informed qualitative content analysis. The theoretical framework leans strongly on Pierre Bourdieu s theory and conceptualisations of distinction. The analysis focuses on how the conducted school choices relate to families possession of different forms and combinations of cultural, social and economic capital and how these processes relate to the symbolically differentiated space of school choice. The study deals with who chooses, what is chosen, and especially with how and why. The parental discourse on school choice has been contrasted with the noted worry concerning the increase in urban segregation in the metropolitan area, the social and academic school differentiation, and the general condition of the Finnish comprehensive school. The space of school choice in the city of Espoo was divided into two separate spaces of school choice in the parental discourse: the local space of school choice and the selective space of school choice. The central divide was the pupil selection conducted by some of the schools to their selective classes. The local space of school choice consisted of general classes in schools within the catchment area. In some of the local spaces the symbolic hierarchy of the general classes was non-existent, but in some local areas the general classes across schools had a strict hierarchy. The general class in the…

27 citations

Journal ArticleDOI
TL;DR: This article examined the narratives of men who purchase sex from street level providers in a mid-sized city in Western Canada and found that their purchase of street-level sex is motivated by a sense of failure to successfully align with classed and gendered norms of hegemonic masculinity.
Abstract: This paper examines the narratives of men who purchase sex from street level providers in a mid-sized city in Western Canada. We explore what men’s stories tell us about how masculinity is constructed in relation to street sex work. These men narrated their purchase of sex as attempts to exercise or lay claim to male power, privilege, and authority; at the same time, research reveals how tenuous this arrangement is for men. Study participants drew on conventional heterosexual masculine scripts to rationalize their actions and behaviors. Their stories reveal that their purchase of street-level sex is motivated by a sense of failure to successfully align with classed and gendered norms of hegemonic masculinity in which the purchase of sex was an attempt to “feel like a man again”. In this paper we move beyond the notion that static “types” of men purchase sex, highlighting instead that sex work customers are complex social actors with multifaceted reasons for purchasing sex but that are nonetheless inseparable from socially valorized forms of masculine comportment. We conclude that hegemonic masculinity is not only injurious to some men, but also to the sex workers on whom it is enacted.

27 citations