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 authors focus on anti-racist groups associated with British Association football (soccer) and the barriers that they face in relation to effective implementation of the anti-racism message and aspirational cultural change.
Abstract: This discussion paper focuses on anti-racist groups associated with British Association football (soccer) and the barriers that they face in relation to effective implementation of the anti-racism message and aspirational cultural change. In order to address those issues (above) this essay draws on the educational charity Show Racism the Red Card (SRTRC) and their work to educate individuals in Great Britain though football. It takes an overview of the work of the charity, specifically focusing on three key areas relating to the group’s mission statement. Concluding comments are made on the current position of SRTRC in light of recent high-profile racist incidents.
20 citations
TL;DR: In this paper, the authors examine the role of chavs as an indigenous British underclass and analyse how entrepreneurship can help such minorities to achieve inclusivity via consideration of role theory and the power of narrative.
Abstract: Despite an increasing interest in minority entrepreneurship in recent years, the issue of ˜underclass entrepreneurship and its linkages to ˜enterprise culture remain underresearched. In this article, the authors examine ˜chavs as an indigenous British underclass. Using data gathered from an Internet search and newspaper cuttings, they examine how this silent ˜stereotyped and socially constructed minority is presented as dangerous and unemployable. In the process, they uncover hidden links between the underclass and enterprise culture, and analyse how entrepreneurship can help such minorities to achieve inclusivity via consideration of role theory and the power of narrative in initiating social transformation. This framework helps us to understand how it is possible to direct young, disadvantaged individuals towards an entrepreneurial career path via self-employment. The paper raises intriguing issues relating to youth employment and tells the story of how contemporary enterprise culture is failing one of Britains silent minorities.
20 citations
TL;DR: In this paper, the focus of the article is on the everyday world of bouncers in the night-time economy of Manchester, England, and the structure is to contextualise my covert passing in this demonized...
Abstract: The focus of this article is on the everyday world of bouncers in the night-time economy of Manchester, England. The structure of the article is to contextualise my covert passing in this demonized...
20 citations
Dissertation•
16 May 2017
20 citations
TL;DR: In this paper, the authors examined the effects of family socio-economic disadvantage and differences in school resources on student achievement in the city of Cartagena, Colombia and found that the achievement gap in public schools is explained in large part by differential resource allocation and concentration of poor students, which in turn lowers student achievement.
Abstract: This study examines the effects of family socio‐economic disadvantage and differences in school resources on student achievement in the city of Cartagena, Colombia. Using data from the ICFES and C‐600 national databases, we conduct a multilevel analysis to determine the unique contribution of school‐level factors above and beyond family background. The results from the hierarchical linear models show that while family socio‐economic background significantly affects student achievement, school composition and school resources explain as much as half of the effects of family background. More specifically, the achievement gap in public schools is explained in large part by differential resource allocation and concentration of poor students in public schools, which in turn lowers student achievement.
20 citations