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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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Journal ArticleDOI
TL;DR: In this paper, the authors argue that much of the attraction of value-based management lies in the double-edged semantics of the word "value" and its promise to accommodate economic bottom-line value and deep-seated moral and aesthetic values.
Abstract: Over the past few decades, the ambition of establishing a ‘corporate culture’ has largely vanished from corporate agendas. Instead, resources and energy are spent on creating ‘value-based’ organizations. Based on ethnographic fieldwork in the Human Resources Department of Bang & Olufsen, a Danish producer of ‘high-end’ home electronics, I offer an explanation of this shift in managerial ideology from ‘culture’ to ‘value’ — I argue that much of the attraction of value-based management resides in the double-edged semantics of the word ‘value’ and its promise to accommodate economic bottom-line value and deep-seated moral and aesthetic values. My material suggests, however, that this ambiguity confuses more than it clarifies and leads to ironic and counter-intentional consequences. The identification of the values, which was meant to congregate the employees, came to symbolize and engender a split between staff and other parts of the company.

18 citations

Journal ArticleDOI
TL;DR: In this article, what does it mean to read Stuart Hall from South Africa, in relation to South Africa and with South Africa in mind, and what's left of the debate between Marxism and postcolonialism is discussed.
Abstract: What does it mean to read Stuart Hall from South Africa, in relation to South Africa, and with South Africa in mind? This paper engages ‘what’s left of the debate’ between Marxism and postcoloniali...

18 citations

Journal ArticleDOI
TL;DR: In this paper, an ethnography that was carried out in the Transport Programme (TP) in a Swedish upper secondary school (in this paper referred to as Rockmeadows High) is presented.
Abstract: This study is based on an ethnography that was carried out in the Transport Programme (TP) in a Swedish upper secondary school (in this paper referred to as Rockmeadows High). The research is part ...

18 citations

01 Jan 2010
TL;DR: In this article, the authors propose a method to solve the problem of "uniformity" and "uncertainty" in the context of video games.1.11.11
Abstract: 11

18 citations

Dissertation
01 Jun 2016
TL;DR: In this paper, the authors define the term GYPSY/TRAVELLER and define the concept of the term gysy/travellers.
Abstract: 5 CHAPTER ONE 6 INTRODUCTION 6 AIMS AND OBJECTIVES 11 WHY GYPSY/TRAVELLERS? 12 THE CONTEXT OF THIS PROJECT 19 Key Factor One: Nomadism and Sedentarism 19 Key Factor Two: Neo-Liberal Education Policy 20 SPATIAL THEORY – THEORETICAL FRAMEWORK 22 DEFINING THE TERM GYPSY/TRAVELLER 26 THE EMPIRICAL DATA 29 OUTLINE OF CHAPTERS 30 CHAPTER TWO 36 SCHOOLING THE CITIZEN: THE NATION STATE, SEDENTARISM AND NOMADISM 36 INTRODUCTION 36 THE BIRTH OF MASS SCHOOLING 40 THE ‘OTHERING’ OF GYPSY/TRAVELLERS 46 ASSIMILATION AND SEDENTARISM 53 NOMADIC LEARNING AND THE PROVISION OF MAINSTREAM SCHOOLING 60 FINAL SYNTHESIS 70 CHAPTER THREE 74 NEO-LIBERALISM AND THE PRIVATISATION OF SCHOOL AND EDUCATION: AN EROSION OF EDUCATIONAL SOCIAL JUSTICE? 74 INTRODUCTION 74 THE 1988 ERA – LAYING NEO-LIBERAL FOUNDATIONS 79 CEMENTING THE NEO-LIBERAL IDENTITY 88 PERFORMATIVITY VERSUS SOCIAL JUSTICE 92 CAN THINGS CHANGE? 99 FINAL SYNTHESIS 103 CHAPTER FOUR 108 THEORETICAL FRAMEWORK: THE SPATIAL CONTEXT OF SOCIAL RELATIONS 108 INTRODUCTION 108 THE SPATIAL TURN 111 UNDERSTANDING ‘SPACE’ AND ‘PLACE’ 116 THE CONCEPTION OF SOCIAL SPACE 127 THE SOCIO-SPATIAL DIMENSION OF SCHOOL 135 A TIME FOR CHANGE 144 FINAL SYNOPSIS 148 CHAPTER FIVE 152 METHODOLOGY 152

18 citations