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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Dissertation•
01 Sep 2019
TL;DR: This article explored how young men understand and experience gender and sexual norms, and to what extent, and in what ways, young men disrupt and challenge these, through qualitative data from focus groups and one-to-one interviews with twenty-five predominantly white, heterosexually identified men between the ages of 18 and 24.
Abstract: This thesis draws on feminist theory and critical men and masculinities scholarship to consider young men’s negotiations of hetero-masculinity in the contemporary UK. It utilises qualitative data from focus groups and one-to-one interviews with twenty-five predominantly white, heterosexually identified men between the ages of 18 and 24, exploring how young men understand and experience hetero-masculinity on subjective and relational levels. It examines how young men understand and experience gender and sexual norms, and to what extent, and in what ways, young men disrupt and challenge these. The thesis contextualises contemporary shifts of gender and sexuality in relation to wider gender equality and power, through analysis of, gender politics, (hetero)masculine subjectivities, sex and sexuality, which inform the empirical chapters of this thesis. With a focus on power and gender (in)equality, the thesis critically explores how contemporary transformations of masculinity, whilst superficially appearing to signify social change, may, on closer inspection, reveal how power and inequality are reworked and reframed in current times (Bridges and Pascoe, 2014). The thesis also seeks to address the absence of theoretical and empirical research on postfeminism (Gill, 2007; McRobbie, 2009; O’Neill, 2018) within the field of critical men and masculinities.
The thesis points to a wealth of diverse and often conflicting understandings of gender and sexuality. Whilst gender equality was often favoured, binarised and essentialist understandings of gender endured, ultimately limiting the possibilities of social change as men and women were viewed as inherently different based on biological ‘fact’. Where feminism was supported, this was often confined to second-wave projects as more recent feminist politics, which emphasise gender fluidity and the diversification of gender identities, conflicting with essentialist understandings. Notions of ‘natural’ sex difference also paradoxically coalesced with significant reflexivity of gender and sexual norms and how these come to delineate gender and sexual performances and practices, though participants were often reticent to acknowledge that they were affected by these discourses. Moreover, some interviewees discursively distanced from normative masculinity, whilst simultaneously maintaining investments in traditional masculine identities. Participants articulated choreographing their gendered performances so as to signify ‘correct’ masculinity. This was closely related to affirming their heterosexuality and avoiding adopting traditionally feminine styles, which were seen to potentially signify same-sex desire. Gender and sexuality were, therefore, regularly conflated as gendered expressions were seen to indicate sexual preference. Despite a desire to transcend gender boundaries amongst many of the young men, gender policing and homophobia remained a prevalent feature in their lives as gender and sexuality were regarded heavily regulated spheres.
23 citations
TL;DR: In this paper, the authors argue that access to elite universities can bring about a "habitus transformation" for working-class students, however, based on a three-year life history study, it is su...
Abstract: Some authors argue that access to elite universities can bring about a ‘habitus transformation’ for working-class students, however in this paper, based on a three-year life history study, it is su...
23 citations
Dissertation•
28 Oct 2017
TL;DR: In this paper, the authors examined the influences on geography teachers' enactment of the curriculum and found that curriculum making is hyper-socialised whereby teachers respond to the expectations of students and school managers by drawing from others in a collaborative process.
Abstract: This research examines the influences on geography teachers’ enactment of the curriculum. Geography education has a tradition of teacher-led curriculum planning and development. However, curriculum is also linked to society and economy. Accountability in schools has intensified and there is pressure on teachers to turn their attention away from geography and toward ‘learning’. This research helps to understand how geography teachers’ make the curriculum in current times. Data from teacher interviews, lesson observations, department meetings and curriculum plans are analysed by applying the curriculum making model (Lambert and Morgan, 2010). Four case studies are presented as ‘portraits’ of curriculum enactment in contrasting geography departments. Common themes are identified inductively across the four case studies and interpreted through the theories of curriculum making (ibid) and schooling in late-capitalist society (Hartley, 1997) to draw conclusions about how curriculum making can be influenced by the changing times. The research presents an original analysis of curriculum enactment which leads to two substantive findings. The first is that curriculum making is ‘hyper-socialised’ whereby teachers respond to the expectations of students and school managers by drawing from others in a collaborative process. The second finding is that, in order to sustain themselves, teachers can turn to their identity as geography teacher to resist pressure toward managerial and technical aspects of teaching. The findings contribute to the fields of geography education and curriculum studies by providing a social-economic explanation of curriculum enactment and a model of how geography teachers’ curriculum making can thrive in the future.
23 citations
TL;DR: It is argued that notions of survival, strength, community, and rebellion are key themes in contemporary heavy metal music and this genre of music may therefore represent a valuable resource for young people in difficulty.
Abstract: This paper seeks to think creatively about the body of research which claims there is a link between heavy metal music and adolescent alienation, self-destructive behaviours, self-harm and suicide. Such research has been criticised, often by people who belong to heavy metal subcultures, as systematically neglecting to explore, in a meaningful manner, the psychosocial benefits for individuals who both listen to contemporary heavy metal music and socialize in associated groups. We argue that notions of survival, strength, community, and rebellion are key themes in contemporary heavy metal music. Through literary-lyrical analysis of a selection of heavy metal tracks, this paper aims to redress the balance of risk and benefit. We argue that listening to this type of music, the accompanying social relationships, sense of solidarity and even the type of dancing can ameliorate tumultuous and difficult emotions. Songs which could be read as negative can induce feelings of relief through the sense that someone else has felt a particular way and recovered enough to transform these emotions into a creative outlet. This genre of music may therefore not increase the risk of untoward outcomes in any simple sense but rather represent a valuable resource for young people in difficulty.
23 citations
Posted Content•
TL;DR: The combined influence of the father, uncle, mother and the aunt has important significance in maintaining a successful family norm, and a particular role of the aunt to pass it on as well is found.
Abstract: In this paper, following our previous work on civil service examinations in imperial China, we investigate women's role in a Chinese historical family line using an agent-based simulation (ABS) model with a grid oriented genetic algorithm (GOGA) framework. We utilize a GOGA framework, because our ABS had such large parameter spaces with real values that it required much greater computational resources. First, we studied the genealogical records. Second, based on that study, we implemented an agent-based model with the family lines branched out into two clusters to compare different family norms. Third, using an "inverse simulation" technique, we optimized the agent-based model in order to fit the simulation profiles to real profile data with real-coded GA. From these intensive experiments, we have found that (1) The combined influence of the father, uncle, mother and the aunt has important significance in maintaining a successful family norm, and (2) a particular role of the aunt to pass it on as well.
23 citations