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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 paper, the authors argue that the concept of the psychological contract can be understood as a discourse that reflects dominant managerial ideologies regarding the nature of the employment relationship, and they illustrate how participation in the discourse of psychological contract is related to social category membership.
Abstract: In this paper, we argue that the concept of the psychological contract can be understood as a discourse that reflects dominant managerial ideologies regarding the nature of the employment relationship. Using qualitative case study data collected from employers and employees working in small businesses in the private care sector, we illustrate how participation in the discourse of the psychological contract is related to social category membership. For those occupying higher status roles, the discourse has resonance and appeal and participation can yield symbolic and material profit. Conversely, for other categories of employees, specifically those occupying lower status roles, the discourse of the psychological contract lacks resonance and meaning. We further illustrate that because this discourse corresponds with the ideology that employment relationships should be reciprocal and based upon social bonds, it enables employers to legitimise their exploitation of low-paid, low-status workers with the active...

24 citations

Book Chapter
01 Jul 2010

24 citations

Journal ArticleDOI
TL;DR: This paper argued that there are continuities and discontinuities in the conditions that young people face in their transitions to waged labour and that these continuities can be seen in constructions of working class youth, but also by the way in which policy views the economy as characterised by upskilling.
Abstract: The paper places youth transitions and vocational education and training (VET) within the global policy context in which economic competiveness is hegemonic. It compares research from the 1970s/80s, which explored young peoples’ lived experiences of VET and youth training schemes with contemporary work on similar themes. It argues that there are continuities and discontinuities in the conditions that young people face in their transitions to waged labour. Continuities can be seen in constructions of working class youth, but also by the way in which policy views the economy as characterised by upskilling. This is called into question when set against the existence of significant numbers of low-waged, low-skilled jobs in the English economy. There are also discontinuities that are the result of changes in class and employment structures. As a result, precariousness has become ubiquitous, with this existing in tandem with labour that is surplus to the requirements of capital. The paper reconsiders yo...

24 citations

Journal ArticleDOI
24 Aug 2012-Young
TL;DR: This article examined the subjective orientations to schools and schooling expressed by young people on the margins of school by adopting a biographical approach to young people's lives, examining how ninth graders make sense of their educational career from a particular transitional vantage point between compulsory and post-compulsory education, and from a marginal position in the current educational context.
Abstract: The strong emphasis placed on educational achievements as a precondition for successful adult life in Western societies attests to the fact that school plays a significant role in setting the standards for normality and conformity among young people today. The focus of this article is on the subjective orientations to schools and schooling expressed by young people on the margins of school. By adopting a biographical approach to young people’s lives, this study examines how ninth graders make sense of their educational career from a particular transitional vantage point between compulsory and post-compulsory education, and from a marginal position in the current educational context. The article draws on research that focused on the biographies and future hopes of 15- to 17-year-old ninth graders attending either programmes for young people in need of support (‘Pilot’, part of targeted youth work) or an alternative school (‘My Own Career’ classes, part of flexible basic education). The article suggests tha...

24 citations