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
More filters
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)....
[...]
...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)....
[...]
...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)....
[...]
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)....
[...]
References
More filters
TL;DR: Men, Masculinities and Development as mentioned in this paper explores the shifting field of men and masculinities in development and how the field's often conflicted engagements with the feminist project of redressing gender inequalities might be radicalised through a deeper analysis of patriarchy and our relationship to it, as well as by linking it to other struggles for sexual and human rights, or social justice.
Abstract: Much has happened in debates, practice and policy on gender in development since the millennium, when an IDS Bulletin was first published on ‘Men, Masculinities and Development’. The present issue picks up on several developments in the interim, by drawing contributions from participants at a recent international symposium, ‘Undressing Patriarchy’. It explores the shifting field of men and masculinities in development and how the field's often conflicted engagements with the feminist project of redressing gender inequalities might be radicalised through a deeper analysis of patriarchy and our relationship to it, as well as by linking it to other struggles for sexual and human rights, or social justice. The introduction sets the context and gives a brief background to our rationale for ‘undressing patriarchy’ as our chosen approach. The authors then comment on the contributions to each section of the IDS Bulletin , and conclude with an outline of some future priorities.
27 citations
01 Jan 2018
TL;DR: The authors report a study of school choice through the perspectives of young people, specifically one that follows critical and interpretive paradigms and adopts ethnography with an emphasis on social phenomenology.
Abstract: What is an appropriate structure for reporting a study of school choice through the perspectives of young people, specifically one that follows critical and interpretive paradigms and adopts ethnography with an emphasis on social phenomenology?
27 citations
TL;DR: A dearth of media might seem idyllic to urban parents tired of being pestered for an iPad or the latest game But given the increasing focus amongst Western scholars and educators on theorising dig
Abstract: A dearth of media might seem idyllic to urban parents tired of being pestered for an iPad or the latest game But given the increasing focus amongst Western scholars and educators on theorising dig
27 citations
01 Jan 2020
TL;DR: In this article, the authors investigate the role of cultural differences in the daily activities of teachers and students in the classrooms of two geographically dispersed primary schools in Australia and United Arab Emirates in the context of globalisation.
Abstract: Globalisation is an all-encompassing and ubiquitous phenomenon—its consequential flows play an increasingly pervasive and profound role in most aspects of modern life in most societies across most of the world. Globalisation speeds up cultural transmission. Through vast and improved systems of transport and communication, an unprecedented migratory flow of people has increased the opportunities for different cultures to have more frequent interactions in local places like classrooms. Classrooms are now constituted by an ever-increasing array of cultural differences, as teachers and students move across once closed national boundaries to co-mingle with people unlike them. Teachers who stay in their home countries are no less affected as more and more of the world’s people migrate in response to displacement, opportunity and global markets. Other global flows, like educational policies and curricula, learning materials and ideas, accompany this people mobility into many classrooms across the world. This research is timely as much of the world in general, and education in particular, is uneasy about current global people flows that bring differences to local places like schools and classrooms. What goes on in classrooms, with respect to cultural differences, is the concern of this research. In the classrooms of the two geographically dispersed primary schools in Australia and United Arab Emirates, this research asks: How are cultural differences positioned in the lower primary classrooms in two different nations in the context of globalisation? This is explored through the following sub-questions, which are matched to the data sets: 1. In what ways do global flows of people and curriculum intersect with power-geometries in the social relations of each school and classroom? 2. What do teachers and school leaders say about how cultural differences are expressed and catered for in the schools and the classrooms? 3. How do cultural differences interplay with sociomateriality in book reading and learning centres in each classroom? Accordingly, this research studies teachers and students in two lower primary classrooms—one in Brisbane, Australia and the other in Dubai, in the United Arab Emirates. The research has been deliberately configured to study a world where cultural differences are increasingly growing, experienced and sometimes problematic. The methodology for this work is based on critical ethnography, following Carspecken, applied to generate new understandings of how cultural differences influence the typical and routine actions of teachers and students as they interface with systems, with each other, as well as materials in their classrooms. Utilising a multidimensional approach to data analysis this study combines discourse and pragmatic horizon analysis to analyse an array of data representative of the everyday social actions of teachers and students in each school and classroom. The research framework is situated in Massey’s theory of place, Giddens’ structuration theory and Fenwick’s theory of sociomateriality enables an examination of the linkages between schools and the broader sociocultural and material worlds in which each is contextualised, as well as the social interaction within. How these linkages, as global flows, work to structure the nature of social relations in each classroom is the essence of this inquiry. The analysis generated four important findings about cultural differences in each classroom. The first illuminates that global flows, of people and curriculum, work as geometries of power to construct and contrive the social relationships in each school and classroom in ways that privilege some and marginalise others; the second, that the catering for and expression of cultural differences happens differently at each school—such differences manifest through powerful structuring dimensions of the social system to dominate, signify and legitimate some cultural practices over others. A third finding highlights that access, ease and familiarity with the material worlds of lower primary classrooms, where there is a reliance on a sociomateriality for learning, appears to be influenced by cultural differences. The thesis overall, and fourth finding, is that in each school and classroom—contextualised in geographical and culturally distinct environs—white western educational ideologies dominate and position the cultural differences of class members. The intended contribution of this research is to report on the ways that cultural differences—a consequence of global flows which bring an increasing cultural dynamism to the classrooms of this study—is positioned in the social action of teachers and students, as they go about their normal school day. A further contribution stems from the harnessing of seldom used, but in this case productive, social theories in educational research. There is limited application of the theories of place, following Massey, and Giddens’ structuration theory to investigate classroom social action with respect to globalisation. Its significance lies in the fact that there a paucity of research about cultural differences in primary classrooms, particularly with respect to its interplay with sociomateriality. Given the current world unrest that plagues our media and everyday lives with mixed messages about refugee boats, defensive and exclusionary walls, Islam, and white supremacy this research will have important stories to relate with respect to educating children for active, safe and informed participation in a future unsettled world.
27 citations
TL;DR: In this paper, a study of political and civic engagement by young men on the margins of the labour market was carried out and it was found that young men are more likely to engage in various forms of visible protest than other groups in society, including young women.
Abstract: The origins of this article are threefold. They lie in arguments about young people as either politically apathetic or as heralds of new forms of technologically enabled politics; in political arguments about the rise of the right in the UK, especially in places with a visible minority population; and in the debates about unruly urban youth in public spaces, especially their involvement in urban unrest in English cities in August 2011. These three sets of arguments are explored through a study of political and civic engagement by young men on the margins of the labour market. The focus on men is deliberate. Young men, as the key actors in most forms of public unrest and 90% of those arrested after the urban ‘riots’ in English cities in August 2011, are more likely to engage in various forms of visible protest than other groups in society, including young women. It is also evident that young men on the margins of the labour market or without waged work are likely to be those with most time and perhaps the ...
26 citations