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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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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Book•
15 Sep 2010
TL;DR: In this article, the authors present an overview of research in the field of outdoor education, focusing on groups and interaction in the outdoors, and the socio-psychological approach on groups.
Abstract: i Table of contents ii Table of Figures vii Tables viii Acknowledgements ix Introduction 1 Chapter One: Groups and the Outdoors: An Overview of Research in Outdoor Education 9 1.1. Why a Study of Groups and Group Interactions in the Outdoors? 9 1.2. Reviewing Research in Outdoor Education 10 Chapter Two: Exploring the Theoretical Framework of Outdoor Education 24 2.1. Experiential Learning 25 2.2. Outdoor Learning 27 2.3. Outdoor Adventure Education 29 2.4. The Outdoor Classroom 33 Chapter Three: The Socio-psychological Approach on Groups 35 3.1. Understanding the Concept in Socio-psychological Terms 36 3.2. Group Formation 38 3.3. Traditional Views on Group Development 45 3.4. The Social Identity Approach on Groups 48 Chapter Four: Classroom Interaction and Its Relevance to Group Interaction in the Outdoor Classroom 60 4.1. Classroom Interaction 61 4.2. Symbolic Interactionism 65 4.3. Dialogic Talk 69
23 citations
TL;DR: The authors argue that children and childhood constitute a "white space" in organization studies, which should now be explored, mapped and analysed, rather than being separate, children and organization are deeply implicated in one another, which provides a rich basis for theoretical inquiry.
Abstract: This paper argues that children and childhood constitute a ‘white space’ in organization studies, which should now be explored, mapped and analysed. Rather than being separate, children and organization are deeply implicated in one another, which provides a rich basis for theoretical inquiry. The paper draws on Spivak’s concept of the subaltern and on actor-network theory to articulate how and where organization studies might critically engage with, and find a place for, children and childhood. It frames such an inquiry around six potential research trajectories: epistemological, methodological, ontological, temporal, political and reflexive.
23 citations
TL;DR: In this article, the authors examined the institutional transformations of language-in-education programs in Madrid, linked to wider socioeconomic processes of change and explored how wider processes are impacting everyday discursive practices in the Bridging Class (BC) programme, first implemented in 2003 to teach Spanish to the children of migrant workers in state schools.
Abstract: This article examines the institutional transformations of language-in-education programmes in Madrid, linked to wider socio-economic processes of change. Drawing on a research team's ethnographic revisit, we explore how wider processes are impacting everyday discursive practices in the Bridging Class (BC) programme, first implemented in 2003 to teach Spanish to the children of migrant workers in state schools. We focus on the coexistence of this programme with the recently implemented Bilingual Schools Programme, aimed to equip students from working-class areas to compete in global markets. Based on the analysis of interviews and classroom interactions with BC students at one secondary school, in connection with the wider socio-historical processes underlying language-in-education policies, this study reveals a process of discrediting of the BC that contributed to a local hierarchisation of programmes (and its participants). Further implications are discussed regarding how individuals collaborated with each other under these institutional conditions.
23 citations
Dissertation•
01 Mar 2018
TL;DR: In this article, an exploration of the interrelationship between class transition and education, in a bid to understand the impact of both in the formation of self and identity is presented.
Abstract: This thesis is an exploration of the inter-relationship between class transition and education, in a bid to understand the impact of both in the formation of self and identity. This thesis considers that processes of recognition, deeply personal, but also located in institutional encounters, are essential to moving beyond feelings of illegitimacy and to moving across class boundaries. It is a story of one woman’s agency and greater capacity to talk truth to power.
Using an auto/biographical approach, I illustrate how education has enabled me to cross class boundaries to become a senior lecturer in a university, and to confront how my class origins and family status have had an enduring impact on my epistemological beliefs. I highlight how misrecognition can become a source of agency, to the benefit of self and those whom I teach.
Drawing on critical theory and feminist approaches, I argue that auto/biography provides a legitimate means of illuminating the minutiae of self/other encounters. A psycho-social multidisciplinary lens encompassing concepts of habitus and recognition, has enabled me to chronicle and theorise the lived experience of class relations and how these can be understood and transcended.
This is a story of ‘une miraculee’ (Bourdieu and Passeron, 1990). Using the theories of Pierre Bourdieu and Axel Honneth, as interpretive frameworks, I present a phenomenological perspective of what it is like to be a ‘lecturer from the working class’ in class-ridden society and a neoliberal education system, and the disrespect and misrecognition these can bring. Writing auto/biographically, augmented by the use of a collaborative narrative approach (Arvay, 1998), I confront feelings of illegitimacy in academia and demonstrate how undertaking the PhD has had an impact on me personally and professionally.
The aim of this thesis was to speak the truth about the dominant middle class ideology in the academy; and to challenge the academic community, in particular middle class colleagues, to confront their unconscious class prejudices. Furthermore, I anticipate that this research will make an important contribution to the existing research paradigm that uses auto/biographical approaches to show the lived experiences of people’s lives; and show that writing auto/biographically is therapeutic, educational and reflexive, as well as agentic.
22 citations
01 Jan 2018
TL;DR: In this article, the authors used a participatory evaluation methodology to collect young people's own accounts of the impact of youth work on their lives, collecting their stories and then analyzing these stories through a process of coding.
Abstract: This book is the culmination of an Erasmus + funded project which aimed to independently identify the impact of youth work in the UK (England), Finland, Estonia, Italy and France. It applied a participatory evaluation methodology entitled ‘transformative evaluation’ which collated young people’s own accounts of the impact of youth work on their lives – collecting their stories. Over 700 stories were collected in total over a year long process. The stories were then analysed independently through a process of coding and only then was youth work in each of the five countries compared and contrasted. The findings reveal both the diversity as well as the similarity of youth work in Europe.
Differences include the variety in age ranges across the five countries, where youth begins at 7 in Estonia, but extends to 35 in Italy. Other differences revealed include the differing levels of resources available to youth workers and therefore the variety in opportunities that this creates for young people in the different contexts. Other differences include the extent to which youth work focuses on recreation or education, the variations in youth empowerment, as well as the varying levels of professionalization in youth work across the five countries. Despite these differences there were also some remarkable similarities across the diverse contexts. For example both ‘friendship’ and ‘self-confidence’ were identified as final codes in three of the five countries.
Another important similarity was the extent to which youth work enabled young people to make positive changes in their lives. Analysis of the stories however reveals that many of these changes are premised upon the creation of a safe space for young people to meet and ‘be themselves’.
22 citations