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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TL;DR: In this article, the results of a year-long ethnographic study of 13 coloured, working class, high school boys aged 14-17 in KwaZulu-Natal, South Africa were presented.
Abstract: This article presents the results of a year-long ethnographic study of 13 ‘Coloured’, working class, high school boys aged 14–17 in KwaZulu-Natal, South Africa. Data derived using participant observation and semi-structured in-depth interviews. Social constructionist perspectives were used as a basis for discourse analysis. An interrogation of participant accounts illustrated the contradictory and ambiguous nature of their heterosexual identities. The findings suggest the simultaneous performance of crude, misogynistic masculinities, and more loving and respectful attitudes towards women and girls. The alternate discursive positions show potential for more equitable gender relationships to be encouraged in historically disadvantaged teenage boys.
22 citations
01 Jan 2010
TL;DR: In this article, the authors examine processes of identity formation among white, working-class youths in a marginalized area located on the outskirts of South London in order to examine how they identify themselves.
Abstract: The central aim of this study is to examine processes of identity formation among white, working-class youths in a marginalized area located on the outskirts of South London. It is primarily based ...
22 citations
TL;DR: The authors explored the variations in the academic trajectories of socio-demographic subgroups of English as a second language (ESL) students (N = 7527) in British Columbia, Canada.
Abstract: This study explores the variations in the academic trajectories of socio-demographic subgroups of English as a second language (ESL) students ( N = 7527) in British Columbia, Canada. Results are compared to a native English speaker baseline ( N = 37,612). Longitudinal data describing the 1997 Grade 8 cohort (i.e., students age 13, typically in their first year of secondary school) were obtained from the British Columbia Ministry of Education. Students are disaggregated by English proficiency, language spoken at home, and socio-economic status to indicate, through cross-tabulations and multivariate regression models, the effects of these variables on graduation and on enrolment and performance in senior-level English and mathematics courses associated with university entrance. Results are interpreted through a framework adapted from Cummins (1997). Ethnocultural background, as proxied by language spoken at home, predicts trajectories robustly; an indicator of socio-economic status only partially attenuates its effects. Background factors such as English proficiency affect different ethnocultural groups differently. The variation under the ESL label and the need to disaggregate data for decision-making purposes are discussed. Resume: La presente etude explore les trajectoires academiques de sous-groupes socio-demographiques d'eleves en anglais langue seconde (ALS) ( N = 7 527) en Colombie-Britannique, Canada. Les resultats sont compares a ceux d'un groupe de reference compose d'eleves anglophones ( N = 37 612). Les donnees longitudinales de la cohorte de 8e annee de 1997 (etudiants de 13 ans generalement en premiere secondaire) ont ete obtenues du ministere de l'Education de la Colombie-Britannique. Les eleves ont ete regroupes en fonction de leur niveau de competence en anglais, de la langue parlee a la maison et de leur statut socio-economique, a l'aide de tableaux croises et de modeles de regression multivariables, l'effet de ces variables sur l'inscription et l'obtention du diplome, et les resultats des cours d'anglais et de mathematiques de niveau superieur requis pour l'entree a l'universite. Les resultats sont interpretes dans le contexte d'un cadre adapte de Cummins (1997). Les antecedents ethnoculturels, representes par la langue parlee a la maison, predisent une trajectoire plus robuste. Un indicateur de statut socio-economique n'en attenue que partiellement les effets. Des facteurs de base comme la competence en anglais touchent differemment les groupes ethnoculturels. Les variations en matiere d'anglais langue seconde et le besoin de separer les donnees obtenues aux fins du processus decisionnel font l'objet de discussion.
22 citations
TL;DR: This paper examined how men workers negotiate the doing of factory jobs conventionally considered as those suited for young women and defend their masculinity in harsh and contested organizational environments based on an interactionist approach.
Abstract: Based on an interactionist approach, this article examines how men workers negotiate the doing of factory jobs conventionally considered as those suited for young women and defend their masculinity in harsh and contested organizational environments. Data collected during a 15-month-long ethnography of a large global factory in South China reveal that in an oppressive institutional setting that involves coercive management, devaluation of men labor, and the lack of a family wage, men workers defend their masculinity through offensive language, flirting and sexual harassment, as well as physical violence. In doing so, they develop a rebellious identity, diaomao, both to address themselves and to curse others, as a way to resist their low status, reconstruct their own understanding of the power hierarchy, and consequently, defend their deprived masculinities. This article asserts the critical role of daily interpersonal interaction in gender practices as well as in labor process.
22 citations
TL;DR: The authors report on two teacher educators' development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers' work during student teachers' first full-time experience of teaching in diverse schools in a major city in the Pacific region.
Abstract: The primary objective of this paper is to report on two teacher educators’ development and assessment of a framework and workshop to introduce student teachers to social justice and peace education ideals within the domains of teachers’ work during student teachers’ first full-time experience of teaching in diverse schools in a major city in the Pacific region. The framework builds from a critical re-constructionist perspective and aims to raise student teachers’ critical consciousness of social and economic injustice, human rights, and defects in schooling and inspire a resolve to act on them to promote social justice (Bajaj 2008). Adopting an action research methodology, the authors/instructors assessed student teachers’ perceptions of their learning after a two-hour workshop that introduced a social justice and peace education framework. Secondary student teachers participated in workshops in two consecutive years. Student teachers reported positive outcomes from the workshop in Likert scale responses ...
22 citations