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= Learning to Labour = Learning to Labour: How Working Class Kids Get Working Class Jobs is a 1977 book on education, written by British social scientist and cultural theorist Paul Willis. A Columbia University Press edition, titled the "Morningside Edition," was published in the United States shortly after its reception.

Willis's first major book, Learning to Labour relates the findings of an ethnographic study of working-class boys at a secondary school in England, as well as explains the role of youths' culture and socialization as a medium by which schools and education policies route working-class students into working-class jobs. Stanley Aronowitz, in the preface to the Morningside edition, hailed the book as a landmark work of ethnography and Marxist social reproduction theories about education, advancing previous work in education studies by Samuel Bowles and Herbert Gintis's Schooling in Capitalist America, as well as by Michael Apple and John Dewey.

Learning to Labour was hailed by sociologists, critical pedagogues, and researchers in education studies as a landmark text of ethnography and Marxist analysis of schooling and culture, and is one of the most cited sociological texts in education studies.

Background
Learning to Labour developed from Paul Willis's ethnographic study of twelve working-class British male students, attending their second-to-last year of schooling at a "Hammertown Boys," a modern, boys-only school in a town in the British Midlands, called "Hammertown." Beginning in 1972, Willis followed and interviewed these boys for about six months, observing their social behavior with each other and their school. He also interviewed them in later points, until 1975. The makeup of the school in question, as well as Hammertown itself, is largely working-class, with some immigrants from South Asia and the West Indies. At the time of the study, the local school system was expanding its infrastructure and exploring new pedagogical methods, thanks to the implementation of the Raising of School Leaving Age policies in September 1972, in line with education reforms that sought to keep youth in schools for a greater span of their childhoods, as well as give them structural opportunities for gainful employment and socioeconomic mobility.

Willis's research was made possible by funding through the Social Science Research Council, and Willis acknowledged the advice and support members of the Centre for Contemporary Cultural Studies at the University of Birmingham, including cultural theorist Stuart Hall, in writing the book.

Summary
As both an ethnographic and theoretical text on education, Learning to Labour is divided into two key sections. In Part One, Willis describes and analyzes the nonconformist counter-school culture produced by the White, working-class boys (called "lads") whom he observes. In this section, he also uses thick description and ethnographic analysis to develop terms for the students' identities, behavior, and distorted class consciousness, meaning that he recognizes the legitimacy and reality of the students' own interpretive accounts of schooling. In Part Two, Willis analyzes his own ethnography to produce a theoretical account of how youths' own counter-school culture, which resists authority and prizes authentic working-class experience, plays a vital role in leading working-class students into subordinate, low-wage labor positions in adult life, fulfilling what he calls their "self-damnation." Working-class youths' recognition of, and reaction against, the dominating, disciplinary mechanisms of school help seal their future outcomes as workers, in turn enabling the social reproduction of class positions.

Part One: Ethnography
Willis uses the qualitative research methods of participant observation and group interviews to study an informal but cohesive group of twelve lads at Hammertown Boys. He distinguishes between two distinct, informal groups of the working-class students at Hammertown Boys: lads and 'ear'oles. However, this distinction is made by the students who identify as lads. Whereas the lads are those nonconformist students who defy authority, 'ear'oles are those conformist students who invest themselves in formal learning and academic achievement, and therefore in the authority of teachers and the school system. The term "'ear'ole" recalls the earhole or earlobe, signifying conformist students' passive reception of learning, in contrast to lads' rowdy, active behavior in school. The lads perceive themselves as superior -- more manly, more authentic, and more independent -- to the 'ear'oles.

The lads informally socialize and organize themselves against the 'ear'oles and the school as an institution, producing a culture of nonconformity, rebellion, and opposition to their school's authority figures and strictures. For example, it is not only important that the lads smoke and have sex with girls, but are seen to smoke and recognized to have had sexual liaisons. Behaviors that define the forms of this culture, such as playing pranks on teachers, harassing conformist students, and refusing to inform teachers of each others' behavior, also build a sense of solidarity and identity among their. The lads' culture is also patriarchal and racist, as girls and non-Whites are excluded from their informal group; it also strongly identifies with the actual, working-class environment from which it originates. In terms of working-class identity, their culture has much in common with the culture of working-class shopfloors -- specifically, the active search for producing moments of excitement, disorder, and enjoyment in what is an otherwise boring, routine, and meaningless span of time of work for adult workers, and school discipline for students.

Over the course of their time at Hammertown Boys, the lads were recognized by school authorities as a distinct "anti-school group," but by their fifth year in secondary school, when they were legally able to leave school, only a minority of them did. In their fifth year, as the studied group of lads enter career-preparation lessons in school, they rejected the legitimacy of formal credentials and qualifications, as they cameto prize manual labor as superior to and more authentic than mental labor, inverting the lessons' insinuation of mental labor being more desirable than manual labor, by dint of its higher socioeconomic status. By the end of the ethnography, the lads were easily able to enter working-class jobs, including plumbing, bricklaying, and trainee machine work; however, half of them left their job for another after one year of work and one was unable to find work at all. Willis ended the ethnographic study in fall 1976, with the lads routed into working-class labor with little hope of rising into the middle class, even as they subjectively experienced manual labor and income as empowering. Willis writes:"There is also a sense in which, despite the ravages -- fairly well contained at this point anyway -- manual work stands for something and is a way of contributing to and substantiating a certain view of life which criticises, scorns and devalues others as well as putting the self, as they feel it, in some elusive way ahead of the game. These feelings arise precisely from a sense of their own labour power which has been learnt and truly appropriated as insight and self-advance within the depths of the counter-school culture as it develops specific class forms in the institutional context. It is difficult to think how attitudes of such strength and informal and personal validity could have been formed in any other way. It is they, not formal schooling, which carry 'the lads' over into a certain application to the productive process. In a sense, therefore, there is an element of self-domination in the acceptance of subordinate roles in western capitalism. However, this damnation is experienced, paradoxically, as a form of true learning, appropriation and as a kind of resistance."

Part Two: Analysis
In the second half of Learning to Labor, Willis synthesizes his observations of the lads' counter-school culture and the Hammertown boys, in order to produce a theory of social reproduction that integrates culture, and the demands of the school as a state institution in capitalist society, as vital elements. He proposes that the working-class lads enter working-class jobs of their own apparent volition, but this is not to be understood as merely a psychological inclination toward these jobs, nor as merely the deterministic effect of capitalist ideology persuading them to take on these jobs. Rather, it is in school that the lads partially acquire a class consciousness through their counter-school culture, but also come to embrace working-class, manual labor as more affirming and authentic. A rebellious culture can successfully oppose the norms of capitalism transmitted in school, but the success is, in Willis's terms, a "pyrrhic victory," for they end up taking on working-class jobs as adults.

In his analysis, Willis defines and uses the following concepts: In Learning to Labour, the informal, creative, counter-school culture of the lads is vital to understanding the reproduction of class structure. Willis notes that working-class cultures are distinct in that they have no stake in subscribing to the dominant capitalist ideology, and therefore have the potential to subvert it. Yet it is this subversion that routes the lads into working-class labour, seemingly of their own volition. They use culture to explain and interpret the structures of schooling and work that enfold them, but doing so also steers them into social reproduction.
 * Teaching paradigm: The teaching paradigm is the principal set of demands and incentives used by the school system. According to this paradigm, students consent to behave obediently and in deference to their teacher, in exchange for promised credentials that will help them move upward socioeconomically. This paradigm, which helps the teacher with authority, implies the desirability of obedience, deference, and conformity for working-class students, and recalls the banking paradigm in Paulo Freire's Pedagogy of the Oppressed. However, Willis notes the importance of teachers' winning from their students consent to the teaching paradigm; their exchange-based authority does not permit them to directly impose it on students.
 * Differentiation and integration: Willis describes differentiation as the process by which working-class students reinterpret, invert, criticize, and reject the teaching paradigm as failing to meet their objective interests as members of the working class. Aspects of differentiation constitute, in part, the lads' counter-school culture. Conversely, integration is the opposite of differentiation, being the process by which agents of the school system, such as teachers, attempt to legitimize the role of schooling in improving students' lives. The tug-of-war between differentiation and integration is, in Willis's observation, continually manifested through day-to-day contests between teachers attempting to maintain their authority and lads attempting to subvert it.
 * Penetration and limitation: These struggles between the lads and teachers occasionally lead to penetration, which denotes the lads' insights into their own class condition, as interpreted through the lens of their counter-school culture. It is through penetrations that working-class youth recognize the illusions of the teaching paradigm, and more generally of liberal democracy and capitalism's promises of advancement through education. Willis notes, however, that penetrations are, for anyone immersed in their own culture, partial and disorganized, meaning that they are culturally, subjectively distorted, and unable to . Later, he calls describes this partiality as limitations. The limitations of penetrations grant the lads a sense of freedom, affirmation, solidarity, and empowerment in their rebellion and embrace of working-class identity. For example, that the lads understand the teaching paradigm's valuation of mental labor as superior to manual labor is a penetration; on the other hand, that they respond by culturally affirming manual labor over mental labor, as more sensual and authentic, shows the partiality of their perpetration. Willis also identifies limitations in the intersection of patriarchy and capitalism: The lads approach manual labor as a means to accomplish a masculine identity, and gender domestic labor and mental labor as girlish and "cissy."
 * Ideology: Drawing on the theory of Louis Althusser and Antonio Gramsci, Willis argues that schools are also complicit in social reproduction as state institutions for ideology. Career counseling programs in secondary school emphasize individual competition, promote the desirability of white-collar labor and reify adult work as an inevitable, natural stage of life. Ideology also has the power to undo any successful penetrations, by acknowledging the facts of economic inequality and domination in the workplace by bosses, without organizing these facts in any kind of systematic framework of class, wage labor, and exploitation. Ideology and penetration are at odds, and help determine the degree to which working-class youth identify with their own class.

Willis warns against an overtly deterministic mode of social reproduction, encouraging the consideration of culture in a mediating role. He also warns against policy that would focus strictly on changing culture as a means to change material outcomes in education and labor. Learning to Labour ends with several practical suggestions for changing education accordingly, including In his afterword to the Morningside Edition, Willis reflected that Learning to Labour contributed to the academic literature of education by advancing social reproduction theory, by asserting the complicity of both liberal educational policies and student in causing educational and socioeconomic inequality. While researchers must be skeptical of schools' purported role in improving social mobility, schools are not all-powerful in reproducing class:"There may be a justified skepticism about liberal claims in education, but the 'Reproduction' perspective moves too quickly to a simple version of their opposite. Apparently, education unproblematically does the bidding of the capitalist economy by inserting working class agents into unequal futures ... The actually varied, complex, and creative field of human consciousness, culture, and capacity is reduced to the dry abstraction of structural determination. Capital requires it, therefore schools do it! Humans become dummies, dupes, or zombies. Their innermost sensibilities are freely drawn on. The school is even the main site for this cosmic drawing; for all we are told of how this actually happens, schools may as well be 'black boxes.' This will not do theoretically. It certainly will not do politically. Pessimism reigns supreme in this, the most spectacular of secular relations of pre-determination."Willis also advanced concepts of profane, working-class youth culture and symbolic labor in his book Common Culture.
 * Recognizing the competition inherent to an educational meritocracy;
 * Respecting the insights and logic of youth working-class culture;
 * Communicating to students without denigrating their social identities;
 * Discussing elements of students' own cultural forms, including wage labor, street violence, sexism, and rebellion.
 * Recognizing the limits of pedagogy and teaching paradigms in reaching disaffected working-class students, as well as the necessity of some authority in classrooms. Although Willis acknowledges the possibility of using radical pedagogical methods, he suggests they would be ineffective for students as the Hammertown Boys lads, who are likely to register a teacher's withdrawal from authority as simply his defeat.

Reception
Learning to Labour was received with wide acclaim. In the years after its original release, Willis discussed his research with a variety of educators and community groups, who provided both support and criticism. An anthology of essays, titled Learning to Labor in New Times, was published in 2004, growing from a 2002 American Educational Research Association meeting honoring Learning to Labour 's 25th anniversary. Jean Anyon, Michael Apple, Peter McLaren, and other academics contributed essays to the anthology, applying Willis's ethnography to contemporary issues of gender, race, neoliberalism, work precarity, globalization, media, and mass incarceration in the United States. For instance, Black youth in United States schools develop cultures of oppositionality, collective identity, and "tough fronts," similar to the Hammertown lads, but are led to incarceration instead of a working-class job. Learning to Labour has also been cited in later ethnographies of poor youth and economic inequality, such as Annette Lareau's Unequal Childhoods.

In the wider field of cultural studies, Learning to Labour was recognized as an important text in youth studies, as well as working-class leisure and culture, whereas other contemporaneous leftist research in the social sciences tended to foreground employment, labor unions, and political organizations.

Willis acknowledged that shortly after its first release, some right-wing policymakers and politicians sought to appropriate its findings to justify tracking and legitimate educational inequality. While Willis repudiated this use of his work, he even more strongly criticized well-intending, liberal policies that sought to extirpate them: "Besides, even in the worst case of interpretation and action taken on the book-the 'oiling' paradigm-a cynical recognition of actual cultures is preferable to their attempted destruction as 'pathological' cases, or their chimerical projection into shocking Satanic forms visited upon us from nowhere. 'Solutions' based on such myths are likely to be cruel because their recipients were never seen as real people."

Criticism
Researchers in education and cultural studies, including McRobbie, criticized Learning to Labour for neglecting girls and conformist male students in its study. McRobbie wrote that Willis's study took little concern with the overt and violent, sexism of the lads falling into a wider pattern of cultural studies' failure to prioritize gender. In reply Willis acknowledged this sexism, but replied that he had indeed incorporated a construction of working-class masculinity as "self-entrapment."

Willis's ethnography was also criticized for an unclear methodology, inviting questions of reliability and generalization as a "fish 'n' chips ethnography.'" Teachers also replied to Learning to Labour that cultures of resistance were absent in their own classrooms. In turn, Willis argued that such cultures are not immediately obvious, and may be interpreted as individualized behaviors. Moreover, studies of student culture require extensive fieldwork to generate validity, and qualitative methods such as surveys, which may produce greater reliability, cannot satisfactorily report on cultural forms.