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1.
This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility. 相似文献
2.
In recent years a professional sector has emerged within the UK delivering angling-based intervention programmes targeted at young people ‘disengaged’ with education. These coaches bring with them an angling cultural background, which influences their interactions with young people as ‘novices’, emerging in ‘angler talk’ that accompanies waterside coaching. We argue that young people's exposure to ‘angler talk’ amounts to a cultural apprenticeship, socialising young people into an experience-based learning community. Through angler anecdotes and waterside banter young people are encouraged to be active participants in an egalitarian system of knowledge exchange that is particularly appealing for working with disaffected young people. By identifying how angling as a community of practice manifests in the teaching and learning relationship, we demonstrate the benefit of ethnographic approaches for appreciating the subtle cultural influences at work in skill-based intervention programmes. 相似文献
3.
Michael R. M. Ward 《British Journal of Educational Studies》2018,66(2):225-242
Since the 1970s, the process of deindustrialisation, accompanied by social, cultural and political changes, has altered youth transitions from school to work. This paper is drawn from an Economic and Social Research Council-funded study that explored the diversity of white, working-class young men (aged between 16 and 18) in a post-industrial community. The study focused on how young men performed their masculinities through different post-16 educational pathways and within the limits of place and a disadvantaged social class position. In this paper, I explore the way three of these young men who were enrolled on different vocational education and training courses learned how to display acceptable masculinities within these settings. Drawing on the work of Goffman, I argue that these vocational courses can ‘frame’ traditional forms of working-class masculinity, but also have the potential to enable alternative performances of masculinity to come through. However, the role of a locale’s industrial heritage on gendered and classed expectations is important, and the impact this has on successful futures needs to be recognised. 相似文献
4.
Tracing variations within ‘rural habitus’: an explanation of why young men stay or leave isolated rural towns in southwest Queensland 总被引：1，自引：1，他引：0
Robert Funnell 《British Journal of Sociology of Education》2008,29(1):15-24
An explanation is presented about what keeps young men in isolated rural areas. The purpose is to contribute a concrete analysis of habitus as used in educational research. Inadequacies in application of the term are demonstrated in research conducted on school and work by the author in a rural town. An analysis of changes from labour‐intensive work on grazing properties and practices of kangaroo and pig hunting are linked to a form of capital to demonstrate proof of a man's ability as a good worker. A form of ‘rural habitus’ is illustrated in an interview with a young man about to enter the workforce. It is argued that dispositions to working on rural properties and in the bush have become enduring forms of capital. They are resistant to school capital and the means through which young men prove their worth as adults in changing rural labour markets. 相似文献
5.
R. W. Connell 《牛津教育评论》2013,39(3):291-203
Most educational work concerned with changes in gender relations has been addressed to girls, justified on ‘equal opportunity’ principles, and governed by ‘sex‐role’ theories. This framework is not very relevant to educational work with boys, yet gender issues arise here too. The paper presents retrospective data on schooling from the life‐histories of two groups of men, drawn from a larger study of contemporary changes in masculinity. Unemployed working‐class men recall ‘getting into trouble’, a process of constructing masculinity through conflict with the institutional authority of the school. Here, the school, as part of the state represents a power they cannot participate in. However, the school is also a site of the differentiation of masculinities. Some working‐class boys embrace a project of mobility in which they construct a masculinity organised around themes of rationality and responsibility. This is closely connected with the ‘certification’ function of the upper levels of the educational system and to a key form of masculinity among professionals. Some young men from this background, however, reject the connection with abstracted knowledge and bureaucratic authority, among them men interviewed who are in the environmental movement. A number of these men had encountered feminism first‐hand, for instance through feminist texts. Where there are low levels of literacy, especially political literacy, feminist influence on men is slight. On the other hand, a common reaction among men who do study feminist writing is a demobilising guilt. A major opportunity for educational action exists, but there are difficulties in designing it. Broadly, the strongest effects of schooling on the construction of masculinity are the indirect effects of streaming and failure, authority pattern, the academic curriculum and definitions of knowledge—rather than the direct effects of equity programmes or courses dealing with gender. This is a major strategic problem for reform. Two criteria for action can be suggested: curricula need to be designed to broaden boys’ sources of information about sexuality and gender; programmes need to be designed that allow for practical accomplishment on these issues, not open‐ended problem identification alone. 相似文献
6.
Teresa Rees 《教育政策杂志》2013,28(1):9-22
The state, industry and the voluntary sector are all investing resources in encouraging the development of the ‘enterprise culture’ among the young unemployed. Such measures can be interpreted as an attempt to sustain the work ethic while changing attitudes, aspirations and expectations towards employment. They constitute a major effort to change work cultures. The alternatives being advocated, such as self‐employment, small businesses, co‐operatives and community businesses have starkly opposing ideologies behind them. So far there has been no systematic research on the development of alternative forms of work by young people, not even at the level of charting the extent and form in which they are emerging. This paper seeks to make a start by exploring the rhetoric behind the ‘education for enterprise’ movement and the patterns of support and advice on offer. It then discusses the implications of the fostering of the ‘enterprise culture’ for our analyses of state intervention in youth unemployment and the early labour market experiences of young people. 相似文献
7.
The research described in this paper concerns the acquaintance of student teachers with the educational and wider pastoral experiences of children and young people who are or have been ‘looked after’ and who they may well teach at some point, together with the familiarisation of student teachers with the ‘looked after’ system in the UK. We discuss an exploratory awareness‐raising curriculum project within a Teacher Education Department at a University in the UK that utilises digital multimedia to develop a ‘community of awareness’ of young people and student teachers. As a result of this work, the student teachers were able to reflect on their pedagogical knowledge and practices related to teaching and wider pupil pastoral care. Further, those involved in the project therefore not only learned how to use technology, but to apply it in meaningful, productive ways, which were potentially transforming in terms of appreciation and knowledge of diversity. Benefits for the participants – the young people involved and the student teachers, as well as implications for both student teachers’ understanding of diversity and limitations of the technology – are discussed. 相似文献
8.
《British Educational Research Journal》2006,32(5):687-701
This article presents an analysis of gender identity within the context of lifelong learning. Constructed specifically around individual experiences of occupational apprenticeship in English professional football, it draws on a re‐reading of data collected in the early 1990s to depict the way in which a group of young men were socialised into their new‐found occupational culture and how their identities were shaped by the heavily gendered routines of workplace practice. Framing apprenticeship as a holistic ‘learning’ experience, the article looks at how the legitimate peripheral participation of trainees in an established community of practice facilitated their adaptation to and assimilation of various skills, procedures and institutional norms via informal learning processes. Set against the historical development of apprenticeship in England, the article uses qualitative research findings to determine the extent to which apprenticeship within professional sport might facilitate the reproduction of stereotypical gender norms and values. 相似文献
9.
10.
A beautiful myth? The gendering of being/doing ‘good at maths’ 总被引：2，自引：1，他引：2
Heather Mendick 《Gender and education》2005,17(2):203-219
This paper draws on a research study into why more boys than girls choose to study mathematics. My starting point is that only four of the 43 young participants, and all of them male, self‐identified as ‘good at maths’. By reading these interviews as narratives of self, I explore the ‘identity work’ accomplished within their talk and within the talk of those who produced themselves/are produced as ‘not good at maths’. I argue that central to this are the ways that young people locate themselves in a series of inter‐related gendered binary oppositions including: fast/slow, competitive/collaborative, independent/dependent, active/passive, naturally able/hardworking, real understanding/rote learning and reason/calculation. I then explore the socio‐cultural context that makes such imaginings a central feature of young people’s relationships with mathematics, discussing the role of the gendered discourses of rationality evident in western enlightenment thinking and in popular culture’s stereotypes of mathematical ‘nerds’ and ‘geniuses’. 相似文献
11.
Candice Satchwell 《Literacy》2019,53(2):77-85
How an author communicates with a reader is a central consideration in the critical examination of any text. When considering the communication of ideas from young people whose voices are seldom heard, the journey from author to audience has particular significance. The construction of children and young people as ‘authors’ is important, especially for those with learning difficulties or who struggle to comply with the current emphasis on spelling, punctuation and grammar. This article relates to a UK Research Council‐funded 3‐year collaborative research project involving the co‐creation of fictional stories with young people with disabilities to represent aspects of their lives. Drawing on frameworks from narratology, I analyse the co‐creation of one of the stories and present an interpretation and elaboration of the discourse structure of narrative fiction to illustrate the complexities of the relationship between the multifaceted ‘author’ and community ‘reader’ of these stories. The combination of qualitative research and fictional prose has particular characteristics and implications for the dissemination and communication of research findings. An extension of feminist critique of Barthes' claim for the death of the author provides new insights for engaging children in writing with their own voice. 相似文献
12.
The prevalence of ‘life planning’: evidence from UK graduates 总被引：2，自引：1，他引：1
At a time when ‘personal development planning’ is being rolled out across the UK higher education sector, this paper explores young adults’ inclinations to plan for the future in relation to work, relationships and other aspects of life. Although Giddens has emphasised the prevalence of strategic life planning (or the ‘colonisation of the future’) in all strata of contemporary society, du Bois Reymond has argued that there are important differences by social class, with young people from more privileged backgrounds more likely than their peers to engage in such life‐planning activities. This paper draws on interviews with 90 young adults (in their mid‐20s) to question some of these assumptions about relationships between social location and propensity to plan for the future. It shows how, within this sample at least, there was a strong association between having had a privileged ‘learning career’ (such as attending a high‐status university and identifying as an ‘academic high flier’) and a disinclination to form detailed plans for the future. In part, this appeared to be related to a strong sense of ontological security and the confidence to resist what Giddens terms ‘an increasingly dominant temporal outlook’. 相似文献
13.
This paper draws on findings from a research project funded by the Scottish Executive which analysed the gender balance in teaching and explored the underlying reasons for the decline in the number and proportion of men, particularly in secondary schools. As in other developed countries, such as Australia, the USA and Canada, the proportion of men entering teaching has declined fairly rapidly over a ten‐year period. At a time when women are participating in paid work in greater numbers than ever before, their concentration in certain areas of work, particularly in the service sector and the ‘caring’ professions, is increasingly apparent. Despite the clarity of this trend, it is evident that responses from academics and policy‐makers have been very different, with some policy‐makers linking the declining proportion of men in teaching with the problem of boys’ underachievement and a perceived ‘crisis in masculinity’, whilst some feminist writers have questioned these views, drawing on recent gender theory which questions the utility of the binary categories of ‘man’ and ‘woman’, instead suggesting that gender is performed and may have little to do with the body of the person who is involved in the particular performance. Sex and gender thus become decoupled, with the focus on individual actors freely choosing the version of gender they wish to practice. This line of argument suggests that the sex of the teacher is irrelevant; what really matters is the way in which they perform gender in the classroom. Work on the gender balance in teaching therefore provides an opportunity to reflect on underlying tensions in gender theorising and policy‐making. The paper begins by considering tensions between modernist and post‐structuralist accounts of sex and gender. Having outlined the underlying theoretical tensions, it then goes on to consider the accounts given by teachers and students of the reasons for their own choice of teaching as a career, their experiences in teaching and their views of the reasons underlying the declining proportion of men in teaching. The aim is to consider whether students and teachers believe that sex is an important variable structuring their lives, including their decision to become a teacher and their experiences of working as a teacher, or whether they regard gender as something which is chosen from a wide repertoire of options and is relatively free from the constraints of embodiment. In relation to research on the gender balance in teaching, the paper concludes by suggesting that there is a need to make use of the idea of gender as performance, whilst at the same time holding on to the foundational concepts of ‘woman’ and ‘man’. This is necessary to monitor and understand the career paths and underlying power relations of women and men in teaching and to transform these over time. 相似文献
14.
Gendered communities of practice and the construction of masculinities in Turkish physical education
This paper analyses the construction of masculinities in Turkish physical education through Carrie Paechter's conceptualisation of gendered communities of practice. According to Paechter, educational communities of practice operate as sites of gendered activity. Membership within these communities contributes to the construction of a gendered identity. We suggest that this model is useful for conceptualising how Turkish young men come to engage with physical education classes which can be considered as masculine communities of practice. In one Turkish secondary class, we found that football was the most valued practice, determining boundaries of participation and differentiating levels of participation in the learning community. Young men who were immersed and excelled in football took up ‘full’ learning trajectories and became accepted as ‘fully masculine’ while those who were uninterested or non‐competitive in football took up marginalised learning trajectories. We suggest that these diverse learning trajectories came to reflect differentiated versions of masculinity. 相似文献
15.
Louisa Allen 《British Educational Research Journal》2007,33(2):221-234
This article examines some of the discourses and practices through which schools produce and regulate student sexual identities. It suggests that schools' ‘official culture’ can be seen as a discursive strategy which identifies a preferred student subject that is ‘non‐sexual’. This preference is communicated through the contradictory nature of discourses and practices which constitute ‘official school culture’ around student sexuality. These discourses work to simultaneously acknowledge student sexuality and position young people as ‘childlike’. Through the tension created by these contradictory positionings, schools can be seen to undermine the kind of sexual agency that young people might access to support their sexual well‐being. It is concluded that schools' deployment of discourses around sexuality produces student sexual positionings that may in fact dilute sexuality education's ‘effectiveness’ (in terms of the production of sexually responsible citizens). 相似文献
16.
This paper explores the ways two young women, living in Australia, make sense of themselves, their activities, and futures. The two young women come from two different schooling contexts—a prestigious private school and a government school. We analyse their self‐narratives in relation to neoliberal discourse, and consider how, and with what effects, their school contexts privilege and make available neoliberal discourses, and work to produce different subjectivities and notions of ‘worthwhile’ or ‘good’ lives. Conceptualising schools as sites of subjection, we analyse the discourses that their respective schools make available to the young women, and how they have appropriated them. We suggest that the different exposure and access to neoliberal discourses position the women very differently in terms of future possibilities and work‐life scenarios in the neoliberal economy. In that way, the article seeks to make a contribution towards understanding schools as implicated in social (re)production and in the (re)production of classed subjectivities. 相似文献
17.
Alex Kendall 《Literacy》2008,42(3):123-130
In this paper I will argue that while young adult readers may often be represented through ‘othering’ discourses that see them as ‘passive’, ‘uncritical’ consumers of ‘low‐brow’, ‘throw‐away’ texts, the realities of their reading lives are in fact more subtle, complex and dynamic. The paper explores the discourses about reading, identity and gender that emerged through discussions with groups of young adults, aged between 16 and 19, about their reading habits and practices. These discussions took place as part of a PhD research study of reading and reader identity in the context of further education in the Black Country in the West Midlands. Through these discussions the young adults offered insights into their reading cultures and the ‘functionality’ of their reading practices that contest the kinds of ‘distinction[s]’ that tend to situate them as the defining other to more ‘worthy’ or ‘valuable’ reading cultures and practices. While I will resist the urge to claim that this paper represents the cultures of young adult readers in any real or totalising sense I challenge the kinds of dominant, reductive representations that serve to fix and demonise this group and begin to draw a space within which playfulness and resistance are alternatively offered as ways of being for these readers. 相似文献
18.
Rural young people’s work/study priorities and aspirations: The influence of family social capital 总被引：1，自引：0，他引：1
The transition from school to secure work has become more difficult as young people bear the brunt of the restructuring of the Australian labour market. Young people raised in a rural community are over-represented in the most disadvantaged labour market group- those who have not participated in post-school training and who have experienced long periods of unemployment. Rural labour markets feature lower paid, less secure jobs than their urban counterparts. Education is a proven way of accessing the ‘better’ jobs offered by national labour markets. Why then do young people from disadvantaged rural areas not take up education and training opportunities to the same extent as their urban counterparts? The research discussed in this paper investigated ways in which family and school/community social capital influence young people’s work/study values and priorities with regard to post-school pathways. Family networks and information that are limited and concentrated in rural areas tend to be associated with a desire to find a job before completing school, preferably located near to home. Incomplete understanding and lack of trust of educational institutions and labour markets in urban centres based on local experience may be transmitted through advice of family and friends and influence young people toward current work rather than the longer term goal of post-compulsory education. The implications for regional and national programs of educational and community development are discussed. 相似文献
19.
《Journal of Vocational Education & Training》2012,64(4):337-352
Abstract Since the late 1970s, the work‐based route in post‐compulsory education and training has been struggling to create a respectable image through being seen as almost totally synonymous with discredited government‐sponsored youth training schemes. Yet, for many young people, who have no desire to remain in full‐time education after the age of 16, the work‐based route offers an attractive means of acquiring further education and qualifications. The introduction of Modern Apprenticeship, with its professed aim of raising the standard of the work‐based route, provides the opportunity to re‐examine how such a route could be reconstructed a decade after the launch of the YouthTraining Scheme (YTS). This paper draws on current research into young people's experiences of the pilot year of Modern Apprenticeship covering 14 occupational sectors. Interviews with ‘apprentices’ will be presented to highlight the ways in which young people conceptualise such issues as the form and structure of their future working lives, the realities of their local labour markets, the disadvantages of full‐time education (including higher education), the liberating potential of workplace learning, and the term ‘apprentice’. 相似文献
20.
《British Educational Research Journal》2006,32(5):667-686
This article examines the impact of gender and ‘race’ on young people's perceptions of the educational and labour market opportunities available to them after they complete their compulsory schooling in England. Its findings are based on a study of the views of girls and boys about the government‐supported ‘Apprenticeships’ programme, which, because it reflects labour market conditions, is highly gendered and also segregated by ethnicity. The research shows that young people receive very little practical information and guidance about the consequences of pursuing particular occupational pathways, and are not engaged in any formal opportunities to debate gender and ethnic stereotyping as related to the labour market. This is particularly worrying for females, who populate apprenticeships in sectors with lower completion rates and levels of pay, and which create less opportunity for progression. In addition, the research reveals that young people from non‐White backgrounds are more reliant on ‘official’ sources of guidance (as opposed to friends and families) for their labour market knowledge. The article argues that, because good‐quality apprenticeships can provide a strong platform for lifelong learning and career progression, young people need much more detailed information about how to compare a work‐based pathway with full‐time education. At the same time, they also need to understand that apprenticeships (and jobs more generally) in some sectors may result in very limited opportunities for career advancement. 相似文献