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Culture links society and individuals by shaping how we behave. We learn cultural values and norms through socialization, which helps us fit into society and gives us a sense of identity. Socialization occurs through primary socialization like family and secondary socialization like school or peers. It influences how we see ourselves in relation to others and society. Culture and identity are complex concepts with ongoing debates around their formation and relationship to modern social structures.
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ASSESSMENT:
Mock exam: January 2013
Homework: Expect to get one essay each week as well as research tasks
Independent work: Allocate one free period each week. Revision cards, mind maps, research, reading etc
Tests: There will be quick fire tests throughout the topic, come prepared.
YOU ARE ADVISED TO REVISE AS YOU GO ALONG…. IF YOU FALL BEHIND YOU WILL STRUGGLE!
EXAM QUESTIONS:
1. Explain what is meant by folk culture [2 marks]
2. Explain what is meant by ethnicity [2 marks]
3. Suggest two ways in which an individuals social experience may be affected by age [4 marks]
4. Identify two ways in which mass culture differs from folk culture [4 marks]
5. Suggest 3 ways in which gender may affect leisure opportunities [6 marks]
6. Examine sociological explanations of the process of socialisation (24 marks)
7. Examine sociological explanations of the process of identity formation [24 marks]
8. Assess the functionalist view that socialisation is mainly concerned with transmitting the norms and values of society
[24 marks]
9. Write an article advising teenagers on how to make the difficult decisions that face people during their teenage
years [27 marks]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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C.Wright Mills, ‘The Sociological Imagination” From Edwin Lemert, Editor, Social Theory: The Multicultural and Classical Readings, page 378-382.
The Sociological Imagination [Wright Mills (1959)]
The sociological imagination enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals. It enables him to take into account how individuals, in the welter of their daily experience, often become falsely conscious of their social positions. Within that welter, the framework of modern society is sought, and within that framework the psychologies of a variety of men and women are formulated. By such means the personal uneasiness of individuals is focused upon explicit troubles and the indifference of publics is transformed into involvement with public issues.
The first fruit of this imagination-and the first lesson of the social science that embodies it-is the idea that the individual can understand his own experience and gauge his own fate only by locating himself within his period, that he can know his own chances in life only by becoming aware of those of all individuals in his circumstances. In many ways it is a terrible lesson; in many ways a magnificent one. We do not know the limits of man's capacities for supreme effort or willing degradation, for agony or glee, for pleasurable brutality or the sweetness of reason. But in our time we have come to know that the limits of 'human nature' are frighteningly broad. We have come to know that every individual lives, from one generation to the next, in some society; that he lives out a biography, and that he lives it out within some historical sequence. By the fact of his living he contributes, however minutely, to the shaping of this society and to the course of its history, even as he is made by society and by its historical push and shove.
The sociological imagination enables us to grasp history and biography and the relations between the two within society. That is its task and its promise. To recognize this task and this promise is the mark of the classic social analyst. It is characteristic of Herbert Spencer-turgid, polysyllabic, comprehensive; of E. A. Ross-graceful, muckraking, upright; of Auguste Comte and Emile Durkheim; of the intricate and subtle Karl Mannheim. It is the quality of all that is intellectually excellent in Karl Marx; it is the clue to Thorstein Veblen's brilliant and ironic insight, to Joseph Schumpeter's many-sided constructions of reality; it is the basis of the psychological sweep of W.E.H. Lecky no less than of the profundity and clarity of Max Weber. And it is the signal of what is best in contemporary studies of man and society.
No social study that does not come back to the problems of biography, of history and of their intersections within a society has completed its intellectual journey. Whatever the specific problems of the classic social analysts, however limite ...
Generic-identity-theory-for-the-twenty-first-century.......-2.pdf
This document proposes a generalized and universal approach to collective and individual identity formation that could work across diverse cultural contexts. It discusses key concepts related to identity such as society, culture, social groups, and processes of enculturation. The approach is grounded in the idea of the "psychic unity of mankind" and aims to facilitate identity modulation, dilution where possible, and reduce polarization. It links this framework to other relevant theories and recommends ethnographic fieldwork and pedagogical reforms to modulate identity for better ethnic and communal harmony.
Visualising identity
PowerPoint visualaid accompany Becky Kennedy's 'Visualising Identity' Theory Seminar on 10th May 2017
Collective ID Thursday 28th April
The document discusses media representations of collective identity, using Black British collective identity as a case study. It addresses key questions around how media represent various groups, how representations have changed over time, and the social implications of different representations. The document discusses identity as something that is socially constructed through relationships and media portrayals, and how media shapes concepts of identity through the representations it chooses. Specifically, it suggests media often relies on stereotypical portrayals of ethnic minorities that reinforce dominant ideological views and help maintain social hierarchies.
Socialization
The document discusses the process of socialization from multiple perspectives. Socialization involves learning the skills needed to function in society through social interaction. It is described as both society acting on the individual (objective socialization) and the individual adapting to social norms (subjective socialization). Key aspects of socialization discussed include social learning through imitation and social roles. Symbolic interactionism and looking-glass self are also summarized as viewing the development of self and identity through social interaction.
Symbolic interactionism and family studies
1. Symbolic interactionism is a sociological perspective that views society and the self as emerging from social interaction and the interpretation of shared symbols. Reality and all that is humanly significant, like the self and culture, are seen as social products that arise from symbolic interactions.
2. Key concepts in symbolic interactionism include meaning, which resides in the actions that symbols elicit; situational definitions, in which people act based on how situations are defined regardless of objective reality; and self-concept formation, which emerges through reflected appraisals and the internalization of roles.
3. There are divisions within symbolic interactionism between those who emphasize studying the process of reality construction qualitatively and those who use quantitative methods to study
Media, culture and identity
This document summarizes key concepts from a lecture on media, culture and identity. It discusses definitions of culture and examines theories of cultural essentialism versus social constructionism. It also covers concepts like identity, subjectivity, and theories of sexuality. New media and concepts like public versus private, globalization, and interactivity in new media are also summarized.
Socialization
Socialization is the lifelong process through which individuals develop their human potential and learn culture through social experience. Theorists like Freud, Piaget, and Mead examined how personality develops from the interplay between innate human drives and social influences from agents of socialization like family, friends, schools, and media. Modern research demonstrates the crucial role of socialization in forming personality, as seen in studies of socially isolated children and monkeys.
Media and Collective - Young People
The document discusses several theorists' concepts relating to media representations of social groups and collective identity. Giroux (1997) argues that media representations of youth serve adult interests and make youth an "empty category." Acland (1995) and Cohen (1972) discuss how media representations of deviant youth reproduce social order and create moral panics. Gramsci (1971) introduces the concept of cultural hegemony. Althusser (1970) discusses ideological state apparatuses, and McRobbie (2004) and Gerbner (1986) discuss symbolic violence and cultivation theory, respectively. The document provides exam advice on answering a question about the social implications of media representations of social groups.
Personality Psychology
1) Culture is a shared system of beliefs, values, and behaviors that is developed by a group over time to provide for basic human needs and social interaction.
2) There are some core aspects of culture that are universal across societies, such as the central role of family, stages of human development, rituals that encourage social bonding, and the fundamental human drive for status and power.
3) Cross-cultural research has identified four main dimensions along which cultures vary: power distance, individualism vs collectivism, uncertainty avoidance, and masculinity vs femininity. These cultural dimensions are correlated with different personality traits.
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C.Wright Mills, ‘The Sociological Imagination” From Edwin Lemert,
C.Wright Mills, ‘The Sociological Imagination” From Edwin Lemert,
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- 1. Culture is the link between society and the individual, they differ in the way we dress, eat and behave. We are socialised in our cultural values and norms to help us integrate into society. Culture therefore gives us a sense of who we are. TOPIC DESCRIPTION KEY WORDS THEORIES/DEBATES 1 The role of agencies of socialisation Primary and Norms, values, mores, roles, Nature / nurture debate The socialisation secondary socialisation achieved, ascribed, deviance, Functionalists (benevolent) process Feral children (unsocialisation) sanctions, rules, Marxists (control) Resocialisation Interactionists (2-way) 2 Differences between localities, norms and values, Subcultures (class, youth, Globalisation Concepts of Culture the resistance of subcultures or the deviant), mass culture, Postmodernism eradication of culture through mass media high and low culture, popular culture, global culture 3 Identity and personality. Our sense of self in ‘I’, ‘me’ Structure and Action Concepts of Self relation to others. How identity is developed from Generalised other Marxist childhood. Semiotics Functionalists Dramaturgy Interactionist Mead Goffman Freud 4 Social stigma, media representations, differences Age, disability, ethnicity, Althusser Relationship of identity in status and how identities are socially gender, nationality, Postmodernism to contemporary society constructed and the extent we can shape our own. sexuality, class. Social inequalities Interpellation, Social construction hybrid Topic 5 The relationship between leisure and work Projections of self, cultural Marxist (Clarke and Leisure, consumption and capital, pix’n’mix, class and Critcher) identity gender Postmodernism Feminism Bourdieu
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