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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01 Jan 2012
TL;DR: In this paper, a qualitative investigation of 12 female high school graduates who had previously dropped out or were pushed out of public high school and who attended and graduated from "Conservation High School" (CHS), located in the Pacific Northwest, was conducted.
Abstract: This dissertation is a qualitative investigation of 12 female high school graduates who had previously dropped out or were pushed out of public high school and who attended and graduated from “Conservation High School” (CHS), located in the Pacific Northwest. CHS is an alternative high school organized around an environmental conservation theme. In this study, participants describe how their relationships with peers and teachers in each school affected their commitment to finish school. I analyze participants’ awareness of how power dynamics were communicated to students through social organization, school practices, meaning making systems, constructions of identity, and others’ behavior. The youth interacted with peers and teachers based on their perceptions of their place in the social order of the school, reinforced by hearing such terms as “at-risk,” “dropouts,” “behaviorally-disordered,” and “special education.” I used Foucault’s concept of the self as a product of the disciplinary power of discourse to frame the study of these youth’s experience of being socially and therefore relationally positioned, a phenomenon I named “relational regulation.” In Chapter 4 participants describe how institutionalized practices, such as the management of school space, time, and organization, and informal regulations, such as emotional expression and bodily representations, were managed in their relationships in school. Participants describe the relational possibilities they experienced at CHS in comparison to their public school experiences. Themes were developed from their narratives, including “getting to know you,” “being at each other’s throats,” and “schooling effects.” In Chapter 5, I consider how participants use the discourses of “being fake” and “being real” to inform themselves about the relational terrain. “Being
22 citations
TL;DR: In this paper, an ethnographic case study is used to cast light on how schooling is actually experienced by South Korean students, and evidence is presented of an institutionalised school violence involving mechanisms of control, abusive and violent everyday language, explicit school violence and delinquent/deviant behaviour.
Abstract: This article explores some of the hidden background behind the highly praised school results in South Korea. An ethnographic case study is used to cast light on how schooling is actually experienced by South Korean students. Two main results are reported from these data. First, evidence is presented of damaging cultural elements such as internalised norms of resistance and conformity, symbolised helplessness, studying without any interest in controversial issues, an internalised culture of “dealing” and widespread playing with mobile phones, sleeping and applying make-up in class. Second, evidence is presented of an institutionalised school violence involving mechanisms of control, abusive and violent everyday language, explicit school violence and delinquent/deviant behaviour. The article concludes that there is something unique and deeply disturbing about institutionalised violence in South Korean schools and that the abysmally low subjective wellbeing levels of pupils are no coincidence.
22 citations
Dissertation•
01 Jan 2013
22 citations
01 Jan 2016
TL;DR: Campano et al. as discussed by the authors examined the language and literacy practices of first and second-generation Vietnamese and Mexican immigrant youth enrolled in an urban Catholic school and traced how participants used a series of literacy-focused interactional strategies to negotiate the complexities of the contemporary Catholic school landscape.
Abstract: This year-long interactional ethnography of four firstand second-generation Vietnamese and Mexican immigrant youth enrolled in an urban Catholic school traced how participants used a series of literacy-focused interactional strategies to negotiate the complexities of the contemporary Catholic school landscape. Urban US Catholic schools have undergone a radical transformation in the last 40 years, from overenrolled neighborhood parochial schools serving largely white Catholic students (Walch, 2003), to contracting decentralized schools serving Catholic immigrants from Asia and Latin American alongside large numbers of non-Catholic African American students (Hunt & Walch, 2010; Irving & Fosters, 1996; Louie & Holdaway, 2009; NCEA, 2014). This dissertation study represents an effort to describe how four students, the children of political and economic migrants and refugees, used literacy-focused interactional strategies in a multicultural, multi-ethnic, multi-lingual urban Catholic school and parish. Using a Bourdieusian analytic approach (Grenfell, et al., 2012; Grenfell & Lebaron, 2014; Hardy, 2011), I examined the language and literacy practices of these four youth over the course of a year, looking particularly at their interactional strategies in their Grade 8 classroom and at the adjacent parish. In the tradition of literacy-focused interactive ethnography (Bloome, et al., 2005; Castanheira, Crawford, Dixon, & Green, 2001; Castanheira, Green, Dixon,, & Yeager, 2007), I collected interview, observational, and artifactual data about how students navigated the parish and school using their linguistic and literacy resources, and how the structure of Catholic schooling allowed for their particular resources to be circulated and recognized as legitimate. This ethnographic study was designed to highlight the unrecognized literate labour of immigrant youth, and to help educators identify how they might mobilize these literacies for language and literacy education in a way that honors their rich cultural, linguistic, and migratory legacies (Campano & Ghiso, 2011). It further hopes to demonstrate the contested nature of all literacy resources in schools, with a specific focus on the field of Catholic education as a site of contestation amongst various groups. Degree Type Dissertation Degree Name Doctor of Philosophy (PhD) Graduate Group Education First Advisor Gerald Campano
22 citations
TL;DR: Soderman et al. as mentioned in this paper explored hip-hop academisation and analyzed the discursive mechanisms that manifest in these academisation processes, and found that hip hop musicians have to navigate between being commercial and artistic.
Abstract: Social activism and education have been associated with hip-hop since it emerged in New York City 38 years ago. Therefore, it might not be surprising that universities have become interested in hip-hop. This article aims to highlight this ‘hip-hop academisation’ and analyse the discursive mechanisms that manifest in these academisation processes. The guiding research question explores how hip-hop scholars talk about this academisation. The theoretical framework is informed by the scholarship of sociologist Pierre Bourdieu. Hip-hop scholars were interviewed in New York City during 2010. The results demonstrate themes of hip-hop as an attractive label, a door opener, a form of ‘low-culture’, a trap and an educational tool. It can be fruitful for music education research to explore how a more recently developed musical genre like hip-hop enters the university. More specifically, considering how hiphop scholars perceive this academisation can yield insight into how academisation of a music genre occurs. The phenomenon of genre academisation is comparable to other areas of music education research, in particular to jazz music’s establishment as a field of study within music departments. The academisation of rock music at Swedish music departments has produced music educational discussions concerned with what scholars regard as an absence of authenticity in academic rock (Fornas, 1996; Gullberg, 1999). Olsson (1993) uses the concept musicians’ music when he describes how academic rock music is oriented more towards other musicians than towards a regular rock audience. Previous research that has primarily focused on informal learning within two hip-hop groups and formation of a professional hip-hop musician identity has shed light on the importance of authenticity in hip-hop culture (Soderman & Folkestad, 2004; Soderman, 2010). The results of both studies show how hip-hop musicians have to navigate between being commercial and artistic. Who is regarded as ‘authentic’ and who is a ‘sell out’ has been controversial ever since hip-hop emerged in the 1970s. In this respect, the crux of the issue lies in the fact that commercial success could ruin credibility, limit the options of hip-hop musicians and ultimately result in the loss of their authenticity. The main goal for the actors of the hip-hop scene seems to be to achieve or to construct a sense of ‘realness’ and to navigate seamlessly between authenticity and commercialism.
22 citations