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• W2420380121 abstract "Learning to Labour signalled a break from mechanistic 'social reproduction' theories within the Sociology of Education, towards a new appreciation of the role of cultural processes within school. This paper reviews the work of Paul Willis, focussing particularly on some of the unresolved themes of Learning to Labour and the development of his own thought since this study was produced. Areas which have been underemphasised in the past include Willis' attempt to formulate a methodological and analytical base for cultural studies within education, the theoretical relationship between culture and ideology and the essentially active, transformative nature of cultural production within educational sites. This paper aims to clarify some of these issues. Over the past few years, the methodology and analytic approach of the 'cultural studies' school has had an unprecendented impact on research within the sociology of education. The well-known work of Paul Willis (1977), Learning to Labour-How Working Class Kids Get Working Class Jobs, has provided the model on which most subsequent cultural studies investigation within education have been built. Learning to Labour is divided into two distinct, but interrelated parts: an ethnographic account of a group of white, working-class, counter-culture 'lads' in both the school and work settings, and a theoretical section which uses the material collected to move towards a 'theory of cultural forms'. Both the methodology and analysis have been extensively employed by educational sociologists, and these will both be described here. Learning to Labour has received criticism for both its ethnographic method and theoretical stance. In response to these criticisms, Willis has refined and extended aspects of his work, and continues to raise questions which are important for sociologists of education. This paper reviews the contribution that Learning to Labour and Willis' subsequent work has made, and looks at some of the questions that a cultural studies approach raises for education. Ethnographic studies grew out of the anthropological tradition, in which a researcher would join a social or ethnic group or tribe for a period of time, in order to observe indigenous cultural lifestyles. Where possible, the researcher would participate in the day-to-day life of the group; she was not, however, to interfere in" @default.
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• W2420380121 date "1984-01-01" @default.
• W2420380121 modified "2023-09-27" @default.
• W2420380121 title "Paul Willis-Education, Cultural Production and" @default.
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