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 paper, the authors focus on the ways in which international trade unions are conceptualizing the relationship between jobs and the environment, which provide the point of departure from which climate change policies can be formulated.
Abstract: Trade unions are actively engaging with the climate change agenda and formulating climate change policies. Although governments are placing considerable effort on changing consumer behaviour, arguably the most significant impacts on climate change will be through changes in production. Even changes in consumption will have consequences for production. Changes in production will affect workers through the loss of jobs, the changing of jobs, and the creation of new jobs. The jobs versus environment dilemma is a significant issue affecting workers worldwide. In this paper we focus on the ways in which international trade unions are conceptualising the relationship between jobs and the environment, which provide the point of departure from which climate change policies can be formulated. Extended interviews were conducted with senior policy makers in national and international trade unions. On the basis of their responses, four discourses of trade union engagement with climate change are discussed: ‘technological fix’, ‘social transformation’, ‘mutual interests’ and ‘social movement’ discourses, which were theorised in the context of the different international histories and models of trade unionism. All discourses imply a re-invention of unions as social movements but do not see nature as a partner in human development.
115 citations
TL;DR: The authors suggests that failing to understand the aspirations of different groups, understood as a collective cultural capacity, casts doubt over the ability of institutions to deliver increased numbers of knowledge workers, and that inciting subscription to the current norms of higher education is a weak form of social inclusion.
Abstract: Aspiration for higher education (HE) is no longer a matter solely for students and their families. With OECD nations seeking to position themselves more competitively in the global knowledge economy, the need for more knowledge workers has led to plans to expand their HE systems to near universal levels. In Australia, this has required the government and institutions to enlist students who traditionally have not seen university as contributing to their imagined and desired futures. However, this paper suggests that failing to appreciate the aspirations of different groups, understood as a collective cultural capacity, casts doubt over the ability of institutions to deliver increased numbers of knowledge workers. Moreover, inciting subscription to the current norms of HE is a weak form of social inclusion. Stronger forms of equity strategy are possible when HE is repositioned as a resource for different groups and communities to access in the pursuit of their aspirations.
113 citations
TL;DR: This paper found that children of immigrants have higher expectations than their non-immigrants, and that their expectations are higher than those of native-born children of other ethnic groups, regardless of their background.
Abstract: Previous research has shown uniquely high expectations among children of immigrants. However, existing studies have not focused on why children of immigrants have an expectations advantage over the...
111 citations
TL;DR: In this paper, the authors apply the capabilities approach to the broader debate of the role of vocational education and training (VET) in poverty alleviation, by placing the well-being of VET students at the centre of our concern.
109 citations
01 Jan 2012
TL;DR: In this paper, the authors describe a process of tracing learning and identity across sites: tensions, connections and transformations in and between everyday and institutional practices, and the construction of parents as learners about pre-school children's development.
Abstract: Introduction: why learning lives? Julian Sefton-Green and Ola Erstad Part I. Changing Approaches to Studying Learning: Identity, Policy and Social Change: 2. Tracing learning and identity across sites: tensions, connections and transformations in and between everyday and institutional practices Hans Christian Arnseth and Kenneth Silseth 3. Procedural methodologies and digital forms of learning Kirsten Drotner 4. Thinking about feeling: affect across literacies and lives Jay Lemke 5. Learning lives in second modernity Lynne Chisholm 6. Digital dis-connect? The 'digital learner' and the school Ola Erstad and Julian Sefton-Green Part II. From Learning to Learners: Learning Lives as They are Lived: 7. Expanding the chronotypes of schooling for the promotion of students' agency Antti Rajala, Jaakko Hilppo, Lasse Lipponen and Kristiina Kumpulainen 8. Discursive construction of learning lives for individuals and the collective Judith Green, Audra Skukauskaite and Maria Lucia Castanheira 9. Social entrepreneurship: learning environments with exchange value Shirley Brice Heath 10. The construction of parents as learners about pre-school children's development Helen Nixon 11. Participant categorizations of gaming competence: Noob and Imba as learner identities Bjorn Sjoblom and Karin Aronsson 12. Making a film-maker: four pathways across school, peer culture, and community Oystein Gilje 13. Portrait of the artist as a younger adult: multimedia literacy and 'effective surprise' Mark Evan Nelson, Glynda A. Hull and Randy Young.
109 citations