White working-class male narratives of ‘loyalty to self’ in discourses of aspiration

Stahl, Garth

doi:10.1080/01425692.2014.982859

Cited by 33 publications

(32 citation statements)

References 43 publications

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“…Of course, such an identity transition is embedded within systems of inequity (Level 1), and thus is not without conflict or constraint. Stahl (2016) critically evaluated the relevance of the dominant neoliberal discourse related to academic/economic success and upward social mobility for lower class young men.…”

Section: Identity Content In Context 24mentioning

confidence: 99%

An integrated developmental model for studying identity content in context.

Galliher

McLean

Syed

2017

Developmental Psychology

192

147

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Historically, identity researchers have placed greater emphasis on processes of identity development (how people develop their identities) and less on the content of identity (what the identity is). The relative neglect of identity content may reflect the lack of a comprehensive framework to guide research. In this article, we provide such a comprehensive framework for the study of the content of identity, including four levels of analysis. At the broadest level, we situate individual identity within historical, cultural, and political contexts, elaborating on identity development within the context of shifting cultural norms, values, and attitudes.Histories of prejudice and discrimination are relevant in shaping intersections among historically marginalized identities. Second, we examine social roles as unique and central contexts for identity development, such that relationship labels become integrated into a larger identity constellation. Third, domains of individual or personal identity content intersect to yield a sense of self in which various aspects are subjectively experienced as an integrated whole. We explore the negotiation of culturally marginalized and dominant identity labels, as well as idiosyncratic aspects of identities based on unique characteristics or group memberships. Finally, we argue that the content of identity is enacted at the level of everyday interactions, the "micro-level" of identity. The concepts of identity conflict, coherence, and compartmentalization are presented as strategies used to navigate identity content across these four levels. This framework serves as an organizing tool for the current literature, as well as for designing future studies on the identity development.

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Section: Identity Content In Context 24mentioning

confidence: 99%

An integrated developmental model for studying identity content in context.

Galliher

McLean

Syed

2017

Developmental Psychology

192

147

View full text Add to dashboard Cite

show abstract

“…In terms of social capital, we suggest, this otherness makes the mutual bonds the bad boys establish less accessible to others with whom they are not bonded. Stahl's (2015) research similarly indicates how new benchmarks and pressure on school-related resources distort and affirm familiar pessimisms about working-class males (Bernstein 1977;Skeggs 2016), latterly represented as 'chavs' (Ward 2016;Jones 2012). The bad boys' embodied cultural performances mean that they are 'disqualified from full social acceptance' (Goffman 1963, 9) which entails the enactment of hyper-heterosexuality.…”

Section: Concluding Discussionmentioning

confidence: 95%

“…These performances, shaped by a familiar hegemonic masculinity, also signify a resistance to the culture of success and perhaps a chaotic rejection of the neoliberal discourse of aspiration and self-alteration that marks Haven's ethos. The bad boys' pursuits appeared framed by loyalty and solidarity, rather than individual aspiration (Stahl 2015), which inspire a 'moral panic … about the underachievement of boys' in English schools (Weiner, Arnot, and David 1997, 620;Stahl 2016). Like white, working-class lads before them, the bad boys internalise these gendered identities and aspirations to paid labour they envisaged lies ahead after AP.…”

Section: Life In Access: Making Knownmentioning

confidence: 99%

Alternative spaces of failure. Disabled ‘bad boys’ in alternative further education provision

Johnston

Bradford

2019

Disability & Society

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This article draws from an ethnographic study of a group of school-aged disabled white working-class and self-proclaimed 'bad boys' in one Alternative Provision (AP) in an English further education college. These young disabled students' disabilities contribute to the formation of their revalorisedyet stigmatisedidentities. Stigma also facilitates the governance of their educational careers. The article considers how this group understands its precarious existence in and beyond AP and how these young men resist the conditions of their devaluation. Despite multiple, stigmatising experiences, the article shows how they appropriate space and (social) capital, often in tension with other students and college staff. The article suggests that there are questions about AP as an appropriate means to confer value upon young disabled students.

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“…As stated in the introduction, our study is made against a backdrop of neoliberal changes in contemporary education systems, where globalisation, competition and individualisation have led to a pressure to perform that actors at all levels of the school system have to manage (Ball, 2003(Ball, , 2006Hardy & Lewis, 2016;Larsson, Löfdahl, & Pérez Prieto, 2010;Rasmussen et al, 2014;Stahl, 2016;). This means that the concept of performativity becomes central, here understood as a governmental steering mechanism, which from a distance "replaces intervention and prescription with target setting, accountability and comparison" (Ball, 1998, p. 123) in a way that has borrowed many of its specifics from commercial settings and markets.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“ … When It Is Us the Tests Are Made for”. Students’ Argumentations in a Performative Education System

Tanner

Prieto

2019

Scandinavian Journal of Educational Research

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The aim is to analyse how policy decisions about assessment practices influence what it means to be a student in a performative system. We examine an occasion where a previously mandatory national test became optional, and how students took the opportunity to try to change the school's decision about this. The study is based on student group interviews in year 6, and uses Conversation Analysis to examine how they use discursive resources to co-construct fabrications of the ideal student. The findings show how neoliberal rhetoric has worked its way into the students' everyday lives, and how they display a deep knowledge about how to use arguments that work inside the system. We argue that there is a need for more knowledge about contemporary education policies from a student perspective. ARTICLE HISTORY

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White working-class male narratives of ‘loyalty to self’ in discourses of aspiration

Cited by 33 publications

References 43 publications

An integrated developmental model for studying identity content in context.

An integrated developmental model for studying identity content in context.

Alternative spaces of failure. Disabled ‘bad boys’ in alternative further education provision

“ … When It Is Us the Tests Are Made for”. Students’ Argumentations in a Performative Education System

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