"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.[1] Willis's first major book, Learning to Labour relates the findings of his ethnographic study of working-class boys at a secondary school in England. In it, Willis attempts to explain the role of youths' culture and socialization as mediums by which schools route working-class students into working-class jobs. Stanley Aronowitz, in the preface to the Morningside edition, hails the book as a key text in Marxist social reproduction theory about education, advancing previous work in education studies by Samuel Bowles and Herbert Gintis's Schooling in Capitalist America, as well as work by Michael Apple and John Dewey.[1] Learning to Labour has been recognized by sociologists, critical pedagogues, and researchers in education studies as a landmark study of schooling and culture, and is one of the most cited sociological texts in education studies.[2][3]"- Learning to Labour

2020年初頭からはじまった新型コロナ（COVID-19）禍において大学が遠隔教育状態に入った。若者は、一般にコロナに対してその症状が 軽いといわているので、簡単に感染を拡大する可能性がある。他方で、せっかく志望大学に入学しても半年以上、キャンパスに通えないので、アイデンティティ 喪失に陥り、うつになる学生もいるらしい。ストレスが講じて、マスクなしで集会をしたりする若者たちも現れてきた。

やんちゃ＝加害者になると、うつ（予備軍）は、同じ現象（コイン）の裏表かもしれません。そのあたりは、学生のカルチャーに対する洞察が必要に なるかもしれませんね。Willis, Paul. 1977. Notes towards a theory of cultural forms and social reproduction. in "Learning to Labour: How Working Class Kids get Working Class Jobs." pp.171-184, New York: Columbia University Press. ・Ｐ・ウィリス『ハマータウンの野郎ども』熊沢誠・山田潤 訳、筑摩書店（ち くま学芸文庫）、1996年

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以下は"Learning to Labour"よりの引用

"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.[6]"- Learning to Labour: How Working Class Kids Get Working Class Jobs. p. 113.

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 emphasise individual competition, promote the desirability of white-collar labour, and reify adult work as an inevitable and 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 organising these facts in any kind of systematic framework of class, wage labour, and exploitation. Ideology and penetration are at odds, and help determine the degree to which working-class youth identify with the working 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.[9]" -  Learning to Labour: How Working Class Kids Get Working Class Jobs. p. 205.

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文献

• Paul Willis, Learning to Labour: How Working Class Kids Get Working Class Jobs. Stanley Aronowitz (Introduction), Columbia University Press, 1977
  

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