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The sociology of education has various traditions which examine the connections between education, culture, and inequality. Two of these traditions, symbolic interactionism and critical theory, tend to ignore each other. This paper creates a dialogue between these traditions by applying symbolic interactionist (SI) and radical interactionist (RSI) sensibilities to an important study for resistance theory, Paul Willis’ classic ethnography Learning to Labor (1977). The SI reading of Learning to Labor emphasizes the importance of group interactions and the creation of meaning, while the RSI reading highlights how domination unfolds in social interaction. We argue that SI and RSI have much to offer Learning to Labor, as these readings can avoid some of the critiques commonly leveled on the book regarding the linkage between theory and data, structure and agency, and the book’s conceptualization of culture. Likewise, we argue that the data in Learning to Labor have much to offer SI and RSI, as the material provides grist to further understand the role of symbols in domination while identifying escalating dominance encounters that create a set of patterned interactions that we describe as a “grinding” social order.

Purpose – The chapter explores the use of freedom of information (ATI/FOI) requests in social science research, with specific focus on using ATI/FOI requests in socio-legal studies, criminal justice studies, and criminology.

Methodology/approach – ATI/FOI requests constitute a novel method of data collection that has methodological and also epistemological implications for researchers.

Findings – The chapter explains how to use ATI/FOI requests in social science as well as how to navigate challenges and barriers ATI/FOI users regularly face.

Originality/value – There is a paucity of writings on use of ATI/FOI requests in socio-legal studies, criminal justice studies, and criminology. The chapter reveals the value of using ATI/FOI in social science and the originality of the data that ATI/FOI requests can result in.

This chapter explores the role of student loan debt in the lives of American students and graduates in Wisconsin, US. The total amount of student loan debt in the United States is now at a record high. While debt is considered an integral part of a “forced timeline” toward a greater good, namely the American Dream, it is at the same time a disciplinary mechanism binding individuals to their families in various ways. While most anthropological research on college students and debt has not focused explicitly on student loan debt, this chapter offers insight into a phenomenon currently affecting more than 44 million Americans.