Hailed by the New Society as the "best book on male working class youth," this classic work, first published in 1977, has been translated into several foreign languages and remains the authority in ethnographical studies.
Learning to Labor in New Times foregrounds nine essays which re-examine the work of noted sociologist Paul Willis, 25 years after the publication of his seminal Learning to Labor, one of the most frequently cited and assigned texts in the cultural studies and social foundations of education.
This book which has now established itself as a classic study of working class boys describes how Paul Willis followed a group of 'lads' as they passed through the last two years of school and into work. The book explains that for 'the lads' it is their own culture which blocks teaching and prevents the realisation of liberal education aims. This culture exposes some of the contradictions within these formal aims and actually supplies the operational criteria by which a future in wage labour is judged. Paul Willis explores how their own culture can guide working class lads on to the shop floor. This is an uncompromising book which has provoked considerable discussion and controversy in educational circles throughout the world - it has been translated into Finnish, German, French, Swedish, Japanese and Spanish.
This book explores the changing nature of growing-up working-class in post-Soviet Russia in a time of economic reform. Based on extensive research, it analyses the strategies of contemporary vocational education graduates and highlights their significance for wider processes of social change and social stratification in post-Soviet Russia.
"Reading Into Cultural Studies" revisits a selection of key texts central to the formation of cultural studies as a discipline and as a project. These texts address questions of power, ideology and the possibilities and limits of resistance. Each of the eleven essays in the collection renews an early study in one area of cultural investigation, bringing such seminal texts as "Subculture" by Dick Hebdige, "Loving With a Vengeance" by Tania Modleski and "Bond and Beyond" by Tony Bennett back to the centre of attention, However the essays are not purely celebratory. Each study is critically examined in a number of ways - for its research strategy, its implicit theories of power and ideology, for the empirical evidence it draws on and its conceptual framework. Together, the essays provide an introduction to some of the central debates and issues in cultural studies.
This book traces the experiences of young French and Algerian women students in a Parisian vocational school--how they negotiate their class, gender, and ethnic/racial identities in relation to school, family, romance, and future work in a changing and unpromising economy. Drawn from classroom observations and personal interviews, the book provides a theoretical framework for analyzing the complex network of cultural and historical discourses, limitations, and expectations that form the students' present lives and future outlook. The author links the micro and macro levels of her analysis by grounding her study in the nature of the French school, the discursive boundaries of French society, and the volatile French economy. The book contributes to an overall understanding of the processes of identity formation; class, race/ethnicity, and gender intersections; and women's responses to schooling and education.