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 Mar 2019
TL;DR: In this article, the authors make a case for making the street world itself the object and focus of enquiry, rather than reference to the actors who inhabit it, the crimes they do or the weapons they use.
Abstract: The thesis is composed of two sections. The first provides a critical overview of the published work assembled in the second. This body of work is composed of journal articles, monographs, papers published in educated collections and research reports. Though these papers address a range of different subjects from street robbery, the culture of gun users to the study of urban street gangs, what unifies these papers is that they collectively help make sense of the violent street world occupied by young men, overwhelmingly from deprived backgrounds, who use weapons, collectively and individually, in street confrontations. In the critical analysis the term violent street world is defined and the body of published work which examines it is then contextualised; first, by a consideration of the external political and social forces that led to its production; second, by reference to the internal academic traditions in which and at times against which these papers were produced. Rather than approach the study of the street world by reference to the actors who inhabit it, the crimes they do or the weapons they use, the thesis makes a case for making the street world itself the object and focus of enquiry. The street world is then studied thematically in four chapters. The themes selected are: street crime in a historical context, the aetiology of street violence, the structure and organisation of the street world and the distinction between street representations and street realities. The analysis concludes with reflections on the key contributions the work assembled has made to our understanding of violent street worlds and their social analysis. The work is original in so far as it contests many current myths that have been proposed to explain street violence while producing more compelling explanations for it. These help explicate why the violence occurs, how and why it is changing, who is involved and why people engage in it.
Key words: Gang, street culture, guns, knives, weapons
20 citations
TL;DR: There is an indication that type of education affects both an adolescent's sexual activity and his/her AIDS knowledge; these effects prove robust for differences in socio-economic backgrounds.
Abstract: Background: The behavior of adolescents puts them at an increased risk for HIV and other STIs, and their knowledge about HIV/AIDS is often inadequate. An understanding of how AIDS knowledge and sexual activity covary among Flemish secondary school students and of how education type, specifically, affects these students is limited. This study addresses the question of whether the effects of education type on HIV/AIDS knowledge and sexual activity are independent of the socio-demographic characteristics of the students. Methods: Data from the Flemish Educational Assessment survey, which collected data from a large representative sample of third- and fifth-grade high school students (N = 11,872), were used. Data were analyzed using multilevel logistic and Poisson regression techniques. Results: There is an indication that type of education affects both an adolescent’s sexual activity and his/her AIDS knowledge; these effects prove robust for differences in socio-economic backgrounds. Students in lower status education types are more likely to be sexually active and to have poorer AIDS knowledge. The relationship between AIDS knowledge and sexual activity is, however, more complex. Although students in education types with poorer AIDS knowledge are more sexually active, within each of these groups the sexually active have better AIDS knowledge than the non-sexually active. There is also evidence of active information seeking by sexually active students, which leads to improved AIDS knowledge. Conclusion: These findings are consistent with the literature on the role of the educational system in the reproduction of social inequalities. Students from lower status education types are at increased sexual risk compared to those from higher status types. There is also evidence of active information seeking by sexually active students, which leads to improved AIDS knowledge.
20 citations
Dissertation•
01 Jan 2016
TL;DR: In this article, the authors explore diaspora experiences among Somali-Swedish parents and their daughters where the girls are enrolled in a Muslim-profiled school and use migration theory with a transnat...
Abstract: This thesis explores diaspora experiences among Somali-Swedish parents and their daughters where the girls are enrolled in a Muslim-profiled school. The thesis uses migration theory with a transnat ...
20 citations
TL;DR: In this article, an in-depth analysis of the facilitation process was carried out, which revealed that the facilitator is always part of the group, and that the type of influence that facilitators have on the outdoor learning process depends on the way that they approach their role within the group.
Abstract: The traditional role of the facilitator in outdoor education is frequently seen as outside the group of
participants, either in a position of power over the participants or detached and passive. Following
an ethnographic study at a residential outdoor centre, an in-depth analysis of the facilitation process was carried out, which revealed that the facilitator is always part of the group, and that the type of influence that the facilitators have on the outdoor learning process depends on the way that they approach their role within the group. For the purpose of this paper, the term ‘facilitator’ is used to refer to both centre staff as well as visiting teachers accompanying the school groups. This paper addresses critical questions regarding the effectiveness of the outdoor learning process when
a position of power is adopted. The paper will also show the impact that recognizing the facilitator as a member of the group has on the learning experience in the outdoor classroom.
20 citations
Dissertation•
01 Jul 2011
TL;DR: In this article, the authors explored the relationship between the online and offline presence and activity of contemporary indie rock bands in Liverpool, and proposed a model for describing and analysing the relationship of music, place, and social groups in the age of the Internet.
Abstract: This thesis explores the relationship between the online and offline presence and activity of contemporary indie rock bands in Liverpool. It addresses two main questions: firstly, how should the relationship of music, place, and social groups be described and understood in the age of the Internet; and secondly, what can research on local music making suggest about the relationship between online and offline worlds.
These questions are addressed through ethnographic research conducted between 2007-2009. The research involved qualitative analysis of online content, discourse, and connections related to Liverpool indie bands and music events, as well as first-hand observation of offline events and interviews with musicians. On the basis of this, the thesis proposes two main arguments:
Firstly, online presentation and interaction surrounding bands and events are closely connected to offline events, places, and personal relationships. Local music ‘scenes’ must therefore be understood as both online and offline, and their temporal and spatial (self-)positioning in online space can only be understood with reference to offline places and temporal dynamics.
Secondly, the ‘network’ is a useful concept for describing and analysing the relationship of online and offline worlds. It is conceptualised in the thesis as the dynamic set of active, enacted, and negotiated connections among those participating in music making. This conceptualisation enables the description of the social world of participants in music making within a particular local environment, which at the same time branches out globally through the active collective online presence of these participants.
The analysis of a band’s network structures enables the identification of both its individual characteristics and collective-oriented ties along such lines as genre and style, career stage and success, and aims and strategies. The network complements the notion of the ‘scene,’ which is defined by an expressed and represented coherence with regard to the aspects of genre aesthetics and ethics; locality; discursive participation and identification; and personal relationships. Moreover, the analysis shows that online technology has provided new means for music networks to function as cultural resource and form part of identities related to music making and place.
20 citations