ABSTRACT
Familiar educational notions have traditionally identified young people as ‘students’ or ‘pupils,’ locating them in passive cultural roles where – under varying conditions of supervision – they are expected to serve a kind of apprenticeship, gaining the skills, dispositions, and knowledge that the adults of a given society deem important for them to possess. It is only at some later chronological point, after they have demonstrated a certain level of accomplishment, that youngsters are permitted to engage (albeit differently on the basis of ability, appearance, gender, color, and class) in the various tasks of cultural practice (Paley, 1995, p. 3).
