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Готові списки джерел за темами / Learning to labour (Willis, Paul E.)

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Добірка наукової літератури з теми "Learning to labour (Willis, Paul E.)"

Автор: Grafiati

Опубліковано: 25 липня 2024

Оновлено: 19 липня 2025

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Статті в журналах з теми "Learning to labour (Willis, Paul E.)"

1

Moskowitz, Scott, Xi She, and Chunwen Xiong. "Learning to Labour in China." Ethnography 19, no. 4 (2018): 512–30. http://dx.doi.org/10.1177/1466138118784052.

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This article offers analysis of the Chinese reception and adoption of Paul Willis’s landmark book, Learning to Labour. Specifically, we recount the early introduction and translation of the book to Chinese readers and catalogue the ways in which Learning to Labour has been fruitfully applied in China, while highlighting some shortcomings in terms of the generalized Chinese interpretation of the text in translation. Despite these potential shortcomings and gaps in translation, we note the influence of Learning to Labour and its author Paul Willis on the growing interest in and commitment to ethnographic work in China and discuss its potential for increased application and relevance moving forward.

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2

Zhuang, Yiyang. "Ethnography and the Fate of Informal Culture: Rereading Paul Willis’ Learning to Labour." China Nonprofit Review 11, no. 1 (2019): 172–80. http://dx.doi.org/10.1163/18765149-12341360.

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Abstract As the increasing discussion over social stratification and mobility indicates, the idea of “education changes destiny” has progressively been brought into question. In his classic study of British working-class boys from 1975, which is widely read in the fields of sociology, anthropology, and education, Paul Willis uncompromisingly revealed that liberal ideology about equal opportunity was only an empty promise and, more importantly, how the counter-cultural cognition and expression adopted the constraints of the structural conditions and at the same time leads to the reproduction of them. Despite the tragic mechanism behind the contradictory counter-culture, Willis remained optimistic about the radical potential in the symbolic works against dominant discourse. His in-depth ethnographic description didn’t only contribute to the endless theoretical debate about Structure and Process, but also provided a methodological approach encouraging extensive fieldwork, in which he believed the “theoretical uncertainty” lies. Ethnography can really “become the intellectual education of those who are governed,” if the scholars are willing to understand and communicate with the informal cultural groups and believe that their fate can be changed.

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3

Trondman, Mats, and Anna Lund. "Light, mind and spirit: Paul Willis’s Learning to Labour revisited on and beyond its 40th anniversary." Ethnography 19, no. 4 (2018): 433–45. http://dx.doi.org/10.1177/1466138118783439.

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This article is an introduction to a Special Issue dedicated to Paul Willis’s classic Learning to Labour at its 40th anniversary, and beyond. His theoretically informed and theorizing ethnographic study is read, explored, and utilized all around the globe. Its use also stretches across the borders of social, cultural and educational sciences and to manifold research areas and settings. Besides laying out its main content, that is, the answers to the question of how working-class kids let themselves get working-class jobs, this article argues that the most significant contribution of Willis’s study is the way it illuminates, both theoretically and empirically, the meaning of cultural production and cultural autonomy in the midst of ongoing social reproduction of class. This introduction ends by presenting the eight contributions to the actual Special Issue, and with an invitation to Paul Willis himself to take issue with cultural production and cultural autonomy.

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4

Kitili, Ike M. "Learning to Labor: How Working-Class Kids Get Working Class Jobs Book Review." International Journal of Research and Innovation in Social Science VII, no. V (2023): 1660–62. http://dx.doi.org/10.47772/ijriss.2023.70628.

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British author Paul Willis is well-known for his work in sociology and cultural studies. His writings, which place an emphasis on consumerism, socialization, and popular culture, are particularly well-liked in the fields of sociology, anthropology, and education. Currently a lecturer at Princeton University’s sociology department, he also founded and serves as editor of the worldwide magazine ethnography of stage publication. His best-selling books include the ethnographic imagination, Profane Culture, and Learning to Labor: How Working-Class Kids Get Working Class Jobs.

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5

Birrell, Susan. "The Loneliness of Learning to Labor." Journal of Sport History 41, no. 1 (2014): 5–14. http://dx.doi.org/10.5406/jsporthistory.41.1.5.

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Abstract This paper presents a case for reading sport films like The Loneliness of the Long Distance Runner (1961) within an intertextual framework. To that end, Tony Richardson’s classic film is read alongside Paul Willis’ equally classic cultural studies text Learning to Labor (1977). Both reflect critical responses to a particular historical and cultural moment in post-World War II Great Britain. For deeper insight into the character of Colin Smith, these texts are also read next to the Alan Sillitoe (1959) novella on which the film is based. The compelling focus of each is on acts of resistance, yet in the end, each recounts an ironic tale of the reproductive power of rebellion. Taken together they explore in different ways the troubling suggestion that, satisfying as these acts might be, they can operate as a form of entrapment.

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6

Tarlau, Rebecca Senn. "The Social(ist) Pedagogies of the MST: Towards New Relations of Production in the Brazilian Countryside." education policy analysis archives 21 (April 30, 2013): 41. http://dx.doi.org/10.14507/epaa.v21n41.2013.

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This article explores the social(ist) pedagogies of the Brazilian Landless Workers Movement (MST), a large agrarian social movement that fights for socialism in the Brazilian countryside, meaning that workers own their own means of production and collectively produce the food and other products necessary for their communities’ survival. Over the past three decades, activists in the movement have developed an alternative educational proposal for rural schooling that supports these new social relations of production. Drawing on major theories of reproduction, cultural production, and resistance in the field of education, I argue that three theorists—Paul Willis, Paulo Freire, and Antonio Gramsci—are critical in assessing the role of schools in processes of social reproduction. I examine four components of the MST’s social(ist) pedagogy: the incorporation of manual labor into public schools; the promotion of collective learning; counter-cultural production; and linking schools to concrete political struggles. Drawing on Willis, Freire, and Gramsci, I argue that the MST’s educational proposal is a limited but real attempt to interrupt dominant social relations of production in the Brazilian countryside, thus representing a unique example of social pedagogy in the 21 century.

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7

Sernhede, Ove. "From learning to labour to custody for the precariat." Ethnography 19, no. 4 (2018): 531–47. http://dx.doi.org/10.1177/1466138118780134.

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The globally reported riots in the poor high-rise suburbs of Sweden’s metropolitan districts in 2013 were stark manifestations of the increased social and economic inequality of the past 30 years. Large groups of young adults acted out their unarticulated claims for social justice. In the light of the riots, it is relevant to ask whether any trace of resistance or protest can be found in the compulsory school where the young people from these neighbourhoods spend their days. The ethnography sampled for the article comes from two public schools in two poor, multi-ethnic, high-rise neighbourhoods on the outskirts of Gothenburg. The article argues that the theoretical and methodological concepts and perspectives developed by Willis still is of crucial importance to any investigation aimed at understanding the presence or absence of resistance in contemporary Swedish schools.

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8

Krange, Olve, and Ketil Skogen. "When the lads go hunting: The ‘Hammertown mechanism’ and the conflict over wolves in Norway." Ethnography 12, no. 4 (2011): 466–89. http://dx.doi.org/10.1177/1466138110397227.

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Rural communities are changing. Depopulation and unemployment is accompanied by the advance of new perspectives on nature, where protection trumps resource extraction. These developments are perceived as threatening by rural working-class people with close ties to traditional land use – a situation they often meet with cultural resistance. Cultural resistance is not necessarily launched against institutionalized power, nor does it necessarily imply a desire for fundamental social change. It should rather be seen as a struggle for autonomy. However, autonomy does not entail influence outside the cultural realm. Struggles to uphold traditional rural lifestyles – for example by denouncing the current nature conservation regime – could be understood in much the same conceptual framework as Willis employed in ‘Learning to labour’. Based on an ethnographic study of the conflicts over wolf protection, we demonstrate that ‘the Hammertown mechanism’ is of a more general nature than often implied in the discussion of Willis’ work.

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9

Savira, Siti Ina. "MAKING SENSE OF ETHNOGRAPHY: FROM AN OUTSIDER PERSPECTIVE." Jurnal Psikologi Teori dan Terapan 1, no. 2 (2011): 82. http://dx.doi.org/10.26740/jptt.v1n2.p82-87.

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his paper is aimed to compare two ethnographic works Learning to Labour (Willis, 1977), and Masculinity Beyond the Metropolis (Kenway, Kraack, & Hickey-Moody, 2004). The comparison is expected to illustrate how to make sense ethnographic work as a research methodology with its various types of epistemology and approach. The review will begin with a brief outline of the studies as described in each book and follow with further elaboration directed by several headings that covers Crotty (1998) four elements, namely epistemology, theoretical perspective, methodology, and method. It will also discuss the knowledge and values, and the theory of culture of each study.

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10

Trondman, Mats. "Educating Mats: Encountering Finnish ‘lads’ and Paul Willis's Learning to Labour in Sweden." Ethnography 19, no. 4 (2018): 446–63. http://dx.doi.org/10.1177/1466138118782551.

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In this paper the author himself tells an auto-ethnographical tale about how he came to read and understand Paul Willis's Learning to Labour (1977) in the late 1970s as a 22-year-old non-qualified junior high school teacher of Finnish ‘lads’ whose parents had come to Sweden as industrial workers in the late 1960s and early1970s. While most of these ‘lads’ came to reproduce class, the author himself continued to higher education to become a ‘class traveller’. Hence, cultural production and cultural autonomy can work in more than one way, even at the very same time.

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Більше джерел

Дисертації з теми "Learning to labour (Willis, Paul E.)"

1

Chikamhi, Paul. "Educator misconduct : a study of labour relations in public schools in Namibia / Paul Chikamhi." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1710.

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江吉田. "Critical Ethnography in Cultural Studies and It’s Implication for Comparative Education：Perspective from Paul Willis’ 《Learning to Labour》." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/86230365893626755176.

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碩士<br>國立暨南國際大學<br>比較教育學系<br>92<br>Abstract This study is focused on the issue of critical ethnography in cultural studies and it’s implication for comparative education,especially perspective from Paul Willis’ Learning to Labour.There are four main purposes for this study.The first one is to explain the main concept and research dimension of critical ethnography. The second purpose is to analyze critical ethnography in cultural studies and it’s contribution.The third purpose of this study is to explore the content and methdology of Learning to Labour.The fourth purpose of this study is to explicate the application of critical ethnography in comprative education research. This study adopts documentary analysis and theoretical analysis to achieve these purposes.And eight main implications are finded as follows： 1. Comparative educators should attempt to use critical ethnography in their research. 2. Comprative education research should consider both micro- and macro-perspective. 3. Comparative educators have to get rid of the myth of universal laws. 4.Comparative educators should not examine non-western countries from fragmentary knowledge form. 5. We have to find out the inequlity and power relations embedded in society. 6. Researcher should empower the human actor in their research process. 7. We should pay more attention to the topic of ‘Others’. 8. Comparative educators have to examine the issue of reproduction and resistance in developing countries. 9.Research of school culture should be a focus of attention. Based on the above findings,the following conclusions and suggestions were made： Conclusions： 1. The trends of comparative education are being more qualitative and non-quantative. 2.Learning to Labour is one of the most influential work of CCCS. 3.Learning to Labour is one of the founding book of subculture theory. 4.Learning to Labour is the classic work of critical ethnography. 5.Comprative educator are going to advocate the uses of critical ethbography. Suggestions： 1. We need to discuss the relationship between comparative education and cultural studies. 2. Comparative educator can conduct critical ethnography in research field. 3. Emphasis on the discussion of critical methodology is needed. Keyword：comparative education,critical ethnography,cultural studies

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3

Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.

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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.

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Книги з теми "Learning to labour (Willis, Paul E.)"

1

1964-, Dolby Nadine, Dimitriadis Greg 1969-, and Willis Paul E, eds. Learning to labor in new times. RoutledgeFalmer, 2004.

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2

Dimitriadis, Greg, and Nadine Dolby. Learning to Labor in New Times. Taylor & Francis Group, 2013.

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3

Learning to Labor in New Times. Routledge, 2004.

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4

Dimitriadis, Greg, and Nadine Dolby. Learning to Labor in New Times. Taylor & Francis Group, 2013.

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5

Dimitriadis, Greg, and Nadine Dolby. Learning to Labor in New Times. Taylor & Francis Group, 2013.

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6

Learning to labor in new times. RoutledgeFalmer·, 2003.

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7

Dolby & Dimitri. Learning to Labor in New Times (Critical Social Thought). Routledge, 2004.

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8

Dolby & Dimitri. Learning to Labor in New Times (Critical Social Thought). Routledge, 2004.

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Частини книг з теми "Learning to labour (Willis, Paul E.)"

1

"PAUL WILLIS, LEARNING TO LABOUR." In Reading Into Cultural Studies. Routledge, 2003. http://dx.doi.org/10.4324/9780203393123-17.

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2

"33. Paul Willis, Learning to Labour." In Schlüsselwerke der Kulturwissenschaften. transcript-Verlag, 2012. http://dx.doi.org/10.14361/9783839413272-034.

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3

Wiezorek, Christine. "33. Paul Willis, Learning to Labour." In Schlüsselwerke der Kulturwissenschaften. transcript Verlag, 2012. http://dx.doi.org/10.1515/9783839413272-034.

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4

Corrigan, Philip. "Review of Learning to Labour: How Working Class Kids Get Working Class Jobs by Paul E. Willis (1978) *." In Social Forms/Human Capacities. Routledge, 2020. http://dx.doi.org/10.4324/9781003074373-11.

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