Theorizing race and cultural autonomy in education: An extension of differentiation and integration in Paul Willis’s Learning to Labour

Ethnography ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 496-511
Author(s):  
Brooke Dinsmore
Keyword(s):  
Cultural Production ◽  
Social Reproduction ◽  
Racial Inequality ◽  
Black Boys ◽  
Class Mobility ◽  
Cultural Autonomy ◽  
Inequality In Education ◽  
American Schools ◽  
Cultural Performances ◽  
And Gender

This paper addresses a misreading of Willis’s Learning to Labour within the American sociology of education, arguing that his central theoretical move, the treatment of cultural production as autonomous from social reproduction, has been neglected. Willis’s concepts of differentiation and integration extend dominant cultural approaches to racial inequality in education, theorizing how youth’s oppositional countercultures emerge through conflict with the institutional logic of schools. However, Willis’s theorization must be extended to account for race in addition to class and gender. Using black working-class boys in American schools as a comparison case, this paper argues that race alters the temporality of differentiation, with black boys perceived as noncompliant and disruptive by teachers prior to participating in high school oppositional countercultures. In response, black boys develop strategies of integration, managing their cultural performances to re-establish the terms of the educational exchange. These strategies may help facilitate class mobility for black youth.

scholarly journals Light, mind and spirit: Paul Willis’s Learning to Labour revisited on and beyond its 40th anniversary

Ethnography ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 433-445 ◽  
Author(s):  
Mats Trondman ◽  
Anna Lund
Keyword(s):  
Working Class ◽  
Cultural Production ◽  
Social Reproduction ◽  
Significant Contribution ◽  
Ethnographic Study ◽  
Special Issue ◽  
40Th Anniversary ◽  
Cultural Autonomy ◽  
Research Areas ◽  
Educational Sciences

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.

Power, privilege and paradox: Understanding Ranveer Singh’s sartorial fame and the (un)making of the new millennial masculinity in contemporary Indian society

2020 ◽  
Vol 7 (1-2) ◽  
pp. 177-198
Author(s):  
Radhika Raghav
Keyword(s):  
Cultural Production ◽  
Social Reproduction ◽  
Gender And Sexuality ◽  
Indian Society ◽  
Media Industry ◽  
Gender Ideologies ◽  
The Status ◽  
And Gender ◽  
A Site ◽  
Neoliberal India

Bollywood film star Ranveer Singh’s fashion choices are often defined as eccentric, outlandish and even androgynous, in particular, his much-talked-about public appearances in bright floral pantsuits, or kohl-lined eyes and man-skirts are discussed in popular media as subverting gender norms and challenging gender binaries. Commenting on the shift in representation of contemporary Bollywood’s male protagonist, film scholars have argued that Singh embodies ‘metrosexual masculinity’ in neoliberal India and that his on- and off-screen persona involves deliberate scripting of a ‘feminist’ and ‘less patriarchally structured masculinity’. Testing the extent of the assertions mentioned above, I examine Singh’s media persona as a site of cultural production and a form of social reproduction. I use a feminist theoretical framework, and gender studies debates to critique Singh’s negotiations with gender and sexuality in his media images across – film, advertisement and social media. I argue that the millennial star as a fashion icon is not only far from offering a progressive model of millennial masculinity, but is also working towards normalizing Hindu gender ideologies that have long sanctioned power to men and subjugated women in Indian society. Focusing on the role played by the corporatized androcentric media industry, I argue that ‘feminist’ posturing of the star appropriates and suppresses other forms of marginal identities. Singh’s media persona thus works to maintain the status quo as far as gender, class and caste identities are concerned, and becomes a vehicle of the nationalist ideology under the present right-wing leader, Narendra Modi.

“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford
Keyword(s):  
Education Policy ◽  
Educational Policy ◽  
Racial Inequality ◽  
School Administrators ◽  
Relative Power ◽  
Youth Participatory Action Research ◽  
Participatory Action ◽  
Public Officials ◽  
Policy And Practice ◽  
Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

Unequal values: equality and race in state of the union addresses, 1960–2018

2021 ◽  
Vol 6 (3) ◽  
pp. 499-528 ◽  
Author(s):  
Rodney E. Hero ◽  
Morris Levy
Keyword(s):  
Civil Rights ◽  
Racial Inequality ◽  
Equal Opportunity ◽  
Major Focus ◽  
Political Equality ◽  
Civil Rights Era ◽  
Race And Gender ◽  
State Of The Union ◽  
Economic Individualism ◽  
And Gender

AbstractWe analyze the prevalence and framing of references to equality and inequality in presidential state of the union addresses (SOTUs) delivered between 1960 and 2018. Despite rising income inequality and increased attention among political elites to structural inequalities of race and gender in recent years, we find very few direct or indirect references to inequality as a social problem and surprisingly few references even to the ostensibly consensual and primary values of equal opportunity and political equality. References to racial inequality have been few and far between since the height of the civil rights era. By contrast, another primary value in the American political tradition—economic individualism are a major focus in these SOTUs. We trace the scant presence of equality talk in these speeches to the ambiguous scope of egalitarian goals and principles and their close tie-in with race in America. We rely on automated text analysis and systematic hand-coding of these speeches to identify broad thematic emphases as well as on close reading to interpret the patterns that these techniques reveal.

The Problem with Black Boys: Race, Gender, and Discipline in Christian and Private Elementary Schools

2018 ◽  
Vol 15 (3) ◽  
pp. 408-421
Author(s):  
Sharoni D. Little ◽  
La Verne A. Tolbert
Keyword(s):  
Elementary Schools ◽  
Public Schools ◽  
Gender Stereotypes ◽  
Teacher Expectations ◽  
Student Assessment ◽  
Black Boys ◽  
Institutional Climate ◽  
Educational Environments ◽  
Private And Public ◽  
And Gender

In Christian, private, and public schools, Black boys are forced to endure educational environments that promulgate the stereotype of their supposed intellectual inadequacy and “troublesome” behavior. Deficit-based narratives, fueled by historical racist and sexist stereotypes, contend that Black boys are deviant, disengaged, disruptive, undisciplined, unintelligent, problematic, confrontational, threatening, and difficult to teach – all in a place that should be safe and affirming – schools. In this article, we examine how racial and gender stereotypes reify the educational plight of Black boys, and negatively influence key educational foci, including teacher expectations, pedagogy, curricula, institutional climate/culture, student assessment, and disciplinary matters.

scholarly journals Somali immigrant women in the Canadian labour market : barriers and consequences

2021 ◽  
Author(s):  
Hani Leila Mohamed
Keyword(s):  
Social Capital ◽  
Labour Market ◽  
Social Reproduction ◽  
Wage Gap ◽  
Somali Immigrants ◽  
Somali Women ◽  
The Government ◽  
Gendered Roles ◽  
And Gender ◽  
Policies And Programs

Somali women are experiencing barriers within the Canadian labour market due to islamophobia, racism, and their gendered roles. Like other racialized immigrants, Somali women's position within the labour market is peripheral. In Canada, racialized women experience precarious work, underemployment, unemployment and a noticeable wage gap. To add to these obstacles Somali women face the responsibility for social reproduction and lack in social capital. Somali immigrants and refugees in Canada have not received enough support from the government with regards to integration. Additionally, the labour market challenges and marginalization they experience results in poverty and has serious health consequences. However, Somali women exhibit resiliency and possess survival mechanisms. Inclusivity within the labour market for Somali women requires multi-sector policies and programs that combat inequality based on race, religion and gender. Key Words: Somali women, labour market, racism, islamophobia, social reproduction, social capital, Integration

scholarly journals Somali immigrant women in the Canadian labour market : barriers and consequences

2021 ◽  
Author(s):  
Hani Leila Mohamed
Keyword(s):  
Social Capital ◽  
Labour Market ◽  
Social Reproduction ◽  
Wage Gap ◽  
Somali Immigrants ◽  
Somali Women ◽  
The Government ◽  
Gendered Roles ◽  
And Gender ◽  
Policies And Programs

Somali women are experiencing barriers within the Canadian labour market due to islamophobia, racism, and their gendered roles. Like other racialized immigrants, Somali women's position within the labour market is peripheral. In Canada, racialized women experience precarious work, underemployment, unemployment and a noticeable wage gap. To add to these obstacles Somali women face the responsibility for social reproduction and lack in social capital. Somali immigrants and refugees in Canada have not received enough support from the government with regards to integration. Additionally, the labour market challenges and marginalization they experience results in poverty and has serious health consequences. However, Somali women exhibit resiliency and possess survival mechanisms. Inclusivity within the labour market for Somali women requires multi-sector policies and programs that combat inequality based on race, religion and gender. Key Words: Somali women, labour market, racism, islamophobia, social reproduction, social capital, Integration

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