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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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Book ChapterDOI
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

Journal ArticleDOI
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

Journal ArticleDOI
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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Journal ArticleDOI
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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DissertationDOI
01 Jan 2012
TL;DR: In this article, the authors present the moral rights for this thesis and the content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.
Abstract: Copyright © and Moral Rights for this thesis are retained by the author and/or other copyright owners. A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the copyright holder/s. The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the copyright holders.

20 citations

Dissertation
01 Jan 2011
TL;DR: In this article, a mixed methods analysis of parents, students and teachers' qualitative and quantitative data identified beliefs about aims of schooling, their responsibilities and school preferences and their conceptions of reasons for Tongan students' low achievement.
Abstract: An understanding of Tongans' conceptions of New Zealand secondary schooling is fundamental to behavioural and professional development interventions that may help promote academic achievement. The purpose of the thesis is to investigate Tongan attitudes, beliefs and intentions relating to their secondary schooling experiences in the context of New Zealand and how these constructs may or may not influence learning outcomes. A mixed methods analysis of parents, students and teachers' qualitative and quantitative data identified beliefs about aims of schooling, their responsibilities and school preferences and their conceptions of reasons for Tongan students' low achievement. The three participants' conceptions of assessment, teaching and learning were also identified with students' conceptions being analysed against their NCEA results. Measurement models for Tongan parents' conceptions of schooling were found for each of the seven domains investigated. Measurement models were also found for Tongan secondary school students' conceptions of assessment, teaching experiences and approaches to learning and teachers' conceptions of assessment, teaching and learning. The SEM analysis of Tongan students' conceptions of schooling and their NCEA results found that strength of predictors and proportion of variance explained was higher for the externally assessed component, there was a subject-based difference in how Tongan students' performance was influenced by their schooling conceptions and more Tongan students were doing internally assessed standards. Behavioural changes to support academic success can happen when peoples' current beliefs and attitudes are identified and made explicit. From these, appropriate behavioural or professional development interventions can be developed and implemented to bring about positive changes. Under current conditions, Tongans beliefs and attitudes about schooling experiences do not seem to generate good academic outcomes for Tongan secondary school students in New Zealand. Teachers' deficit theorizing of Tongan students is still an issue and identifying these constructs and understanding them are central to the government and school efforts to improve the academic achievement for Tongan students. In addition, schools should emphasize the competitive challenge of doing well in formal examinations as a means of leveraging Tongan community beliefs towards greater academic performance for Tongan students. This is to complement the current emphasis on cultural compatibility and responsive approaches already implemented.

20 citations

Journal ArticleDOI
TL;DR: The authors explored the practices of social class and its structurating effects in Australian schools and found that teachers tend to direct their energies towards ensuring market share of middle-class students, a practice emerging out of beliefs and experiences that lead teachers to find middleclass schools "stimulating and encouraging places to teach in" in contrast to the "disruptive" and "wearing" working-class schools.
Abstract: Based mainly on my own ethnographic research, which is committed to uncovering the constructed or ‘practiced’ nature of social life, I seek to demonstrate the ways in which Australian school teachers, administrators, students and parents are engaged in a re‐productive process that simultaneously reinforces and reinvents schools and schooling. Set against a backdrop of concern bordering on panic among some groups about middle‐class flow away from Australian government schools, this paper explores the practices of social class and its structurating effects. A sample is presented of the ways in which those working in Australian schools tend to direct their energies towards ensuring market share of middle‐class students, a practice emerging out of beliefs and experiences that lead teachers to find middle‐class schools ‘stimulating and encouraging places to teach in’, in contrast to the ‘disruptive’ and ‘wearing’ working‐class schools. The study raises important questions not just about how we want to organize...

20 citations

Dissertation
01 Jan 2010
TL;DR: In this article, the authors present a survey of the state of the art in this area: http://www.theguardian.com/blogs/blogs-and-blogs.
Abstract: ................................................................................................................................................ 7

19 citations

Journal ArticleDOI
20 Feb 2020-Norma
TL;DR: The study of masculinities and social change continues to gain prominence in the field of Critical Studies of Men and Masculinities (CSMM), and as discussed by the authors presents a case study of one Anglo-Australia...
Abstract: The study of masculinities and social change continues to gain prominence in the field of Critical Studies of Men and Masculinities (CSMM). This article presents a case study of one Anglo-Australia...

19 citations