Making the Political Personal: Problems of Privilege and Power in Post-Secondary Teaching

Dippo, Don; Gelb, Steven A.; Turner, Ian; Turner, Terri

doi:10.1177/002205749117300306

Cited by 3 publications

(1 citation statement)

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“…4 Akiba, LeTendre, Baker, and Goesling (2002) note that strain theory resembles resistance theory. Dippo and Gelb (1991) and Quantz and Rogers (1991) attribute the exploration of student agency more broadly to the Center for Contemporary Cultural Studies (CCCS), 5 of which Willis was a member, rather than to Willis individually. Lave, Duguid, Fernandez, and Axel (1992) situate Learning to Labor in the context of CCCS, arguing that notions of resistance, and against “passive transmission,” emerge from CCCS and that Willis, as well as the Center, were directly responding to the work of Phil Cohen.…”

Section: The Origins Of Resistance Theorymentioning

confidence: 99%

A Review of Class-Based Theories of Student Resistance in Education

McGrew¹

2011

Review of Educational Research

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This article examines the origins, influence, and contemporary understandings of class-based theories of student resistance in education, contributing to or emerging from Learning to Labor by Paul Willis. It reports the results of a review of the literature that discusses class-based student resistance and cites the seminal book. More than 500 published articles were reviewed, in addition to books and book chapters. This review reveals misconceptions in the literature that have developed around both the book and its theory. These misconceptions include the belief that the resistance theory described by Willis was original and that it was a drastic departure from reproduction theory, or at least correspondence theories like those of Bowles and Gintis, and that the resistance theory attributed to Willis, one of the most influential theories in contemporary critical scholarship in education, is the same theory that Willis himself describes. These misconceptions, and the failure to acknowledge them, raise questions about both the validity of resistance theory and the ability of the critical education community, collectively, to engage with unwelcome evidence, to refine, and to evolve.

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