Dissertations / Theses on the topic 'Social class and culture'
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O'Brien, Timothy. "Football, violence and working class culture." Thesis, University of Manchester, 1985. http://clok.uclan.ac.uk/21061/.
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This thesis is based on fieldwork, carried out over a five year period, amongst a group of young, male, football fans. The question of what football means to its loyal adherents is asked and answers such as a religion, a quasi religion, or a magical ceremony are analysed and discussed. The language of the fans in terms of songs, chants, and graffiti, as well as emblems, scarves and their way of dress is e camined as a development of this analysis, and finally the position of football as a central interest in the lives of the fans is discussed. Throughout ethnographic examples and case studies from the group under study are dispersed in the relevant sections, linking the twin themes of violence and football, and, in the case of this particular group, putting the emphasis firmly on football. The thesis also looks at the history of violence at football grounds and at other places over the years where young males from working class backgrounds have been involved. Issues of class and culture, especially the sub-culture of the young and the sub-culture of violence are also examined with special reference to young males and their occupation of the football terraces. Statistics on arrests and ejections at football matches are analysed and correlated with research already carried out on football related offences, convictions and punishments. Particular attention is paid to the role of the group as an intervening variable on the football terraces between the individual and the crowd on the football terraces.
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Meghji, Ali. "Cultural capital and cultural repertoires among the black middle-class : race, class, and culture in the racialised social system." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285101.
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In this thesis, I ask 'Do racism and anti-racism affect black middle-class cultural lives?' I answer this question through interviews with thirty-two black Brits in professional occupations, and ethnographic work across middle-class spaces in London. I argue there are three black middle-class identity modes - strategic assimilation, ethnoracial autonomous, and class-minded - that each show a different relationship between racism, anti-racism, and cultural lives. Each of these identity modes are characterised by specific cultural repertoires. Individuals towards strategic assimilation draw on cultural repertoires of code-switching and cultural equity. Through the repertoire of code-switching, individuals towards strategic assimilation 'switch' identities when around the white middle-class. This identity-switching is based on the premise that one must become palatable to the white middle-class in order to attain legitimate middle-class cultural membership. Racism thus affects such individuals' cultural identities as they show racialised (white) barriers to middle-class cultural membership. Nevertheless, such individuals draw on the anti-racist repertoire of cultural equity, meaning they strive to be equal to the white middle-class in terms of cultural capital. Such individuals therefore often 'decode' traditional middle-class culture as white, but consume such culture to maintain an equal standing to the white middle-class in terms of cultural capital. Those towards the ethnoracial autonomous identity mode draw on cultural repertoires of 'browning' and Afro-centrism. Through their anti-racist repertoire of browning, they stress that people ought to be proud of being black. They therefore resist 'code-switching' and challenge the view that one must assimilate with white norms to prove their middle-class status. Such individuals also use the anti-racist repertoire of Afro-centrism to argue that they have a moral duty to positively uphold black diasporic histories, identities, and culture. They therefore prioritise consuming cultural forms which give positive, authentic representations of the black diaspora, consequently challenging the devaluation of blackness in British society. Lastly, those towards the class-minded identity mode draw on cultural repertoires of post-racialism and de-racialisation. Such individuals believe British society is 'beyond' racism, and they define as 'middle-class' rather than 'black', often reproducing negative stereotypes of other black people. Such individuals use their consumption of middle-class cultural forms to symbolically separate themselves from other black people. Racism affects their cultural lives, therefore, as they often reproduce negative ideologies of other black people as being culturally myopic, uncultivated, or 'playing the race card'. My thesis develops the 'two streams' of research on Britain's black middle-class. Firstly, studies of black British middle-class identity have been unidimensional, focusing predominantly on strategic assimilation. My research shows that strategic assimilation is only one identity mode. Secondly, the literature on black middle-class cultural consumption is also unidimensional, making it appear as though all black middle-class people seek to consume 'middle-class' cultural forms that have a 'black' focus (for example, literature exploring black identity). My research shows that certain black middle-class people (those towards the class-minded identity mode) have no affinity towards 'black' cultural forms, while others (those towards strategic assimilation) make sure to consume 'traditional' middle-class culture to maintain an equal standing with the white middle-class.
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Paddock, Jessica. "Class, food, culture : exploring 'alternative' food consumption." Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/27436/.
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Contributing empirically, methodologically and conceptually to the body of work that remains unconvinced of the ‘death of class’ (Pahl 1989), this thesis explores the resonance of class culture in contemporary ‘alternative’ food practice. Indeed, arising from disenchantment with conventional industrial food production and supply chains, ‘alternative’ food networks aim to provide a means to reconnect consumers, producers and food (Kneafsey et al. 2008). By taking seriously the act of shopping for food as culturally meaningful and not merely a practice of routinely provisioning the home (Lunt and Livingstone 1992) this thesis then argues that ‘alternative’ food practice provides a platform for the performance of class identities. That is, both structurally and culturally, class is thought to matter to people (Sayer 2011), and is elucidated and reproduced through food practice. By means of mixed methods data collection; participant observation, survey, semi-structured interviews and documentary analysis, this study provides support for a Bourdieusian approach to class analysis. In particular, the thesis makes use of Bourdieu’s toolkit of concepts by conceiving of class as a relative ‘position’. This is understood to be achieved via the moral derision of the ‘other’, where participants draw moral boundaries between ‘good’ and ‘bad’ foods and the ‘good’ or ‘bad’ who partake in its consumption. In this way, the field of ‘alternative’ food practice seems not only ground from which to observe class. Rather, ‘alternative’ food is understood to be appropriated as a resource of ‘distinction’ (Bourdieu 1984) that is then figured in the very maintenance and reproduction of class culture. This interface between class, food and culture may prove consequential for those seeking substantive alternatives to conventional foodways. Crucially, it is argued that by imagining less socially and culturally uniform strategies to promote ‘alternative’ food practice, we may unlock their potential to provide an equitable and sustainable food future. To this end, by elucidating the moral significance of class in the field of ‘alternative’ food practice, this thesis has wider implications in carving a role for sociological enquiry in the emerging field of ‘sustainability science’ (Marsden 2011).
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Hampson, Keith C. (Keith Christopher) Carleton University Dissertation Canadian Studies. "Consumer culture and social relations: white middle class nostalgia." Ottawa, 1994.
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Carruth, Paul Andrew. "Unemployed Steelworkers, Social Class, and the Construction of Morality." BYU ScholarsArchive, 2009. https://scholarsarchive.byu.edu/etd/2142.
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This thesis explores the dynamics of economic relations and distributive outcomes according to displaced steelworkers' own accountings of deindustrialization and job loss. Whereas class analyses tend to investigate consciousness according to “true” versus “false” preferences and “post-class” scholars assert that “post-materialism” is replacing “materialist” social concerns, the author abandons these dualisms to demonstrate that workers use cultural codes of “purity” and “pollution” to represent and evaluate individuals, interests, and relations. The findings buttress the continuing relevance of social class for explaining social identity, consciousness, and antagonism.
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Smith, Gregory O. "Vulgar Ambitions: Social Class and Self-Culture in Modern British Literature." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313083827.
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Ağlamaz, Fatma Sibel. "Understanding the dynamics of cultural stratification: the case of Spain." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/672392.
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Advanced societies have witnessed unprecedented socioeconomic and technological changes in the last 50 years. The growth of the service sector has transformed the class structure, and social mobility has increased for younger cohorts. Massive urbanization has altered social interactions; educational expansion has raised people’s cognitive abilities, and the spread of the mass media and new information technologies has facilitated contacts between different cultures. These social transformations have been accompanied by deep cultural changes at the individual and societal levels. This thesis explores the many different manifestations of cultural change and investigates the underlying mechanisms through which social change has promoted differentiation in cultural consumption and the multiplication of social connections. Using data from Spain, a society that experienced one of the fastest modernization processes in the second half of the 20th century, I examine three dimensions of culture that are central to the literature on the sociology of culture: cultural tastes, omnivority, and social capital. The findings of this thesis highlight the persistent importance of structural factors such as education and social class in explaining the differences in cultural manifestations. However, the results also suggest that cultural preferences may be becoming more socially heterogeneous and individualistic over time due to the levelling role of public education, urbanization, social mobility, and the spread of new communication technologies. The thesis's main conclusion is that to study the relationship between social and cultural change it may be necessary to adopt a pluralist perspective that considers the role of both social structure and individuals’ actions in shaping culture.Las sociedades avanzadas han presenciado cambios socioeconómicos y tecnológicos sin precedentes en los últimos 50 años. El crecimiento del sector de servicios ha transformado la estructura de clases y la movilidad social ha aumentado para las cohortes más jóvenes. La urbanización masiva ha alterado las interacciones sociales; la expansión educativa ha aumentado las capacidades cognitivas de las personas; y la difusión de los medios de comunicación y las nuevas tecnologías de la información han facilitado los contactos entre diferentes culturas. Estas transformaciones sociales han ido acompañadas de profundos cambios culturales a nivel individual y social. Esta tesis explora las diferentes manifestaciones del cambio cultural e investiga los mecanismos subyacentes a través de los cuales el cambio social ha promovido la diferenciación en el consumo cultural y la multiplicación de contactos sociales. Utilizando datos de España, una sociedad que experimentó uno de los procesos de modernización más rápidos en la segunda mitad del siglo XX, examino tres dimensiones de la cultura que son centrales para la literatura sobre la sociología de la cultura: los gustos culturales, la omnivoridad cultural y el capital social. Los resultados de la tesis resaltan la importancia continuada de los factores estructurales como la educación y la clase social para explicar las diferencias en las manifestaciones culturales. Sin embargo, los resultados también sugieren que las preferencias culturales pueden volverse más socialmente heterogéneas e individualistas con el tiempo debido al papel democratizador de la educación pública, la urbanización, la movilidad social y la difusión de las nuevas tecnologías de la comunicación. La principal conclusión de la tesis es que para estudiar la relación entre cambio social y cultural puede ser oportuno adoptar una perspectiva pluralista que considere el papel tanto de la estructura social como de las acciones de los individuos en la configuración de las manifestaciones culturales.
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Heffernan, Nick. "Projecting post-Fordism : capital, class and technology in contemporary culture." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.282454.
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Shildrick, Tracy Anne. "'Spectaculars', 'trackers' and 'ordinary' youth : youth culture, illicit drugs and social class." Thesis, Teesside University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411192.
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Dunk, Thomas W. (Thomas William). ""It's a workin' man's town" : class and culture in Northwestern Ontario." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74063.
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Leondar-Wright, Betsy. "Missing Class: How Understanding Class Cultures Can Strengthen Social Movement Groups." Thesis, Boston College, 2012. http://hdl.handle.net/2345/3697.
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Thesis advisor: Willaim A. GamsonWhat are the class culture differences among US progressive social movement groups? This mixed-methods study finds that activists speak and act differently depending on their class background, current class and upward, downward or steady class trajectory, confirming previous research on cultural capital and conditioned class predispositions. In 2007-8, 34 meetings of 25 groups in four movement traditions were observed in five states; 364 demographic surveys were collected; and 61 interviews were conducted. I compared activists' approaches to six frequently mentioned group problems. * Lifelong-working-class activists, usually drawn in through preexisting affiliations, relied on recruitment incentives such as food and one-on-one relationships. Both disempowered neophytes and experienced powerhouses believed in strength in numbers, had positive attitudes towards trustworthy leaders, and stressed loyalty and unity. * Lifelong-professional-middle-class (PMC) activists, usually individually committed to a cause prior to joining, relied on shared ideas to recruit. They focused more on internal organizational development and had negative attitudes towards leadership. Subsets of PMC activists behaved differently: lower professionals communicated tentatively and avoided conflict, while upper-middle-class people were more assertive and polished. * Upwardly mobile straddlers tended to promote their moral certainties within groups. A subset, uprooted from their working-class backgrounds but not assimilated into professional circles, sometimes pushed self-righteously and brought discord into groups. * Voluntarily downwardly mobile activists, mostly young white anarchists, drew the strongest ideological boundaries and had the most distinct movement culture. Mistrustful of new people and sometimes seeing persuasion as coercive, they had the weakest recruitment and group cohesion methods. Analysis of class speech differences found that working-class activists spoke more often but more briefly in meetings, preferred more concrete speech, and used more teasing and self-deprecating humor. The professional-middle-class (in background and/or current class) spoke longer but less often, preferred more abstract vocabulary, and used less negative humor. Group styles were formed by the interplay of members' predominant class trajectories and groups' movement traditions. Better understanding these class culture differences would enable activists to strengthen cross-class alliances to build more powerful social movements
Thesis (PhD) — Boston College, 2012
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Schultz, Jennifer Lee. "What Structures Network Structure? How Class, Culture, and Context Matter in Creating Social Capital." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/297028.
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A considerable body of research shows that network structure can either assist or hinder one's access to social capital. Though the effects of particular structural arrangements of relationships are well known, there is comparatively little research on how a person might come to have one structural arrangement of ties over another. This study asks: What structures network structure? What cultural templates guide persons in their practice of friendship and in managing, maintaining, and adapting their personal communities over time? What contextual factors influence the duration and intensity of social relationships? Respondents were asked to make a list of "people who are important to you" and to describe the relationships individually while labeling each person on a social map. Interviews were coded using content analysis software in order to assess emergent cultural themes and the settings from which social relationships were drawn. Interview data confirmed respondents' use of cultural templates in the practice of friendship, which may affect one's ability to acquire and/or lose social capital. Interview data demonstrated how material resources may impact the vigor with which persons engage with social settings. Finally, some respondents reported important voluntary relationships that are at once high-commitment and low-contact. Frequently this type of tie arose when a relationship had outlived its original social context. This finding challenges the idea that contact and commitment usually go together in voluntary relationships.
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Laidley, Thomas. "Climate, Capital, and Culture: How Social Class Structures Perceptions of Global Warming and Sustainable Consumption." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2008.
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Thesis advisor: Juliet B. SchorSince the 1970's, social scientists have argued that general pro-environmental attitudes have diffused throughout American society, rendering socio-demographics largely irrelevant in predicting support for such issues. The public reaction to the issue of climate change, however, evades this narrative. While media bias, ideological framing, and business influence, among others, are partial explanations, I argue that ignoring the potential implications of structure and culture--specifically social class--in determining why the issue is so demonstrably divisive is a crucial mistake. Building upon the postmaterialism thesis of Inglehart with the cultural theory of Bourdieu, I examine how the conception of and reaction to the issue varies with economic and cultural capital using data from 42 interviews of Boston-area respondents. The results suggest that climate change may indeed be a `classed' issue--both in how the respondents conceive of it in the first place, and how they speak of social class in the context of it. The political implications are various, but suggest that coalition formation will need to take account of these differences, both real and perceived, in both engendering public support for mitigation efforts and subsequently combating the problem
Thesis (MA) — Boston College, 2011
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Sociology
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Strange, Julie-Marie. "This mortal coil : death and bereavement in working-class culture, c.1880-1914." Thesis, University of Liverpool, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343933.
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Taylor, Tomaro I. "Longshoremen's Negotiation of Masculinity and the Middle Class in 1950s Popular Culture." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6592.
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This thesis considers mid-20th century portrayals of working-class longshoremen’s masculinity within the context of emerging middle-class gender constructions. I argue that although popular culture presents a roughly standardized depiction of longshoremen as “manly men,” these portrayals are significantly nuanced to demonstrate the difficulties working-class men faced as they attempted to navigate socio-cultural and socio-economic shifts related to class and the performance of their male gender. Specifically, I consider depictions of longshoremen’s disruptive masculinity, male identity formation, and masculine-male growth as reactions to paradigmatic shifts in American masculinity. Using three aspects of longshoremen’s non-work lives presented in A View from the Bridge, “Edge of the City,” and “On the Waterfront”—the house, the home, and leisure/recreational activity—I ground discussions of the longshoremen’s negotiation of masculinity within a conceptual framework based in masculinity studies, social construction, and psychoanalytic criticism. To both complement and supplement the core literary and cultural analyses presented in this text, oral history interviews have been included to provide a contextual basis for understanding longshoremen culture in the 1950s.
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Mas, Erick M. "Social Class and Consumer Choice." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538668/.
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Marketing research is lacking in the study of how SES influences consumption choices beyond access to purely economic resources, which merely represent purchasing power without explaining consumer preference. The first essay of this dissertation addresses this gap by examining an understudied social resource known as cultural capital—internalized knowledge, skills and behaviors reflecting cultural competence—that can influence the types of products consumers choose. The second essay examines low SES politically conservative consumers' desire to use consumption choices as signals to attain more status. Together, this dissertation extends our understanding of how SES influences consumer preferences for hedonic (vs. utilitarian) products, as well as their preference for product acquisition via access-based consumption (vs. ownership). Furthermore, the psychological processes underlying these effects and the conditions and personality differences moderating these effects are uncovered. Managerial and theoretical implications are provided.
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Bertoncelo, Edison Ricardo Emiliano. "Classes sociais e estilos de vida na sociedade brasileira." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8132/tde-02052011-161849/.
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O objetivo principal deste trabalho é investigar a formação das classes sociais na sociedade brasileira como possíveis coletividades que balizam a sociabilidade cotidiana e configuram estilos de vida. Para tanto, inicialmente faço uma breve incursão pela literatura de estratificação social e análise de classe, de forma a identificar os dilemas teóricos que caracterizam o campo de análise de classes atualmente. Investigo, então, se os padrões de escolha dos agentes sociais em domínios diversos da prática (alimentação, cuidados de si, cultura, etc.) variam segundo a classe e outros fatores, como gênero e idade. A hipótese principal é que a classe é um fator relevante para explicar os padrões de escolha dos agentes sociais e a formação de estilos de vida.This study aims at investigating the process of social class formation as social collectivities which shape social relations and lifestyles in the Brazilian society. We initially engage with the recent literature on social stratification and class analysis, in order to depict the main theoretical dilemmas which characterize that scientific field. Then, social agents practices in different domains are examined in order to reveal the principles which might shape the probability of such practices (class, gender, age, etc.). We expect that class remain a central factor to explain the patterns shaping social agents practices and the formation of lifestyles.
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Castro, Guilherme Caldas de. "A nova classe média brasileira: necessidades, anseios e valores: um estudo da mobilidade social, a partir dos universitários da UERJ." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7868.
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As políticas públicas de desenvolvimento e distribuição de renda levadas a efeito durante a primeira década do nosso século alteraram os patamares de renda da parcela mais pobre da população brasileira, fenômeno que estaria dando origem àquilo que se passou a chamar de nova classe média brasileira. A redução das desigualdades sociais estaria atrelada, assim, a um processo de mobilidade social. Esse estudo se ocupa desse fenômeno. Para isso, apresenta, inicialmente, uma análise das políticas sociais implementadas, a partir de 2003, nos âmbitos econômico e educacional. A seguir, discute os conceitos de classe social e de mobilidade social, optando por considerar o fenômeno à luz do conceito de capital cultural, de Pierre Bourdieu, com o qual se define o traço distintivo da educação superior como marca da classe média. Assim, propôs-se a investigar a emergência desse traço em universitários oriundos de classes populares, que estariam em processo de mobilidade social. O trabalho de campo, que ouviu 35 estudantes de 16 diferentes cursos da Universidade do Estado do Rio de Janeiro, em metodologia de caráter qualitativo, permitiu verificar que os alunos entrevistados mantém seu perfil original de classe trabalhadora, embora sejam inequívocos os ganhos da realização do curso superior, em termos de realização própria e de perspectivas de futuro, tanto para o estudante quanto para o seu grupo social, o que aponta para uma alteração do perfil da classe trabalhadora, e não para a emergência de uma nova classe média.Public policies aimed at promoting development and income distribution carried out during the first decade of the current century changed the income levels of the poorest segment of the population, a phenomenon that could explain the rise of what became known as the new Brazilian middle class. Therefore, the reduction of social inequalities could be linked to a process of social mobility. This study addresses this issue. It starts with an analysis of social policies implemented since 2003 in the economic and educational spheres. Next, social concepts of class and social mobility are discussed in light of Pierre Bourdieus cultural capital concept, which allows defining higher education as the peculiarity of the middle class. Thus, this study aimed to investigate the emergence of this trait among college students from lower classes who were undergoing a process of social mobility. A qualitative survey conducted with 35 students from 16 different courses at the Rio de Janeiro State University showed that students maintained their original working class profile, although the benefits of a higher education were unequivocal in terms of self-fulfillment and future prospects for both the students and their social class. Thus, results of this study suggest changes in the working class profile, and not to the emergence of a new middle class.
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Benjamin, Amanda. "The Workers' Educational Association : a study in social change and resistance in Canadian working class culture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ43596.pdf.
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Parry, Jane Margaret. "Class and identity processes : restructuring in the (former) coalmining communities of the South Wales Valleys." Thesis, University of Southampton, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326802.
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Leavitt, Peter. "The Effects of Student Social Class on Learning in Computer-Mediated Versus Face-to-Face Settings." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612889.
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Contemporary higher education makes use of computers and the Internet more than ever before and the extent to which education is delivered via these media is only likely to increase in the future. While computer-mediated communication and education have been studied extensively, relatively little research has examined the potential impact of cultural background (e.g. social class) on students' experiences of different learning media. To address this gap, the current research uses a multi-sample (6 samples; n = 473), quasi-experimental approach to interrogate the relationship between student social class background and learning environment on various educational and individual outcomes. Examining a trichotomous (lower, middle, upper) conceptualization of social class across three distinct learning environments (face-to-face, computer-mediated, and fully-online) I find evidence of effects of student social class, learning environment and their interaction. In general, middle class students vary the least across conditions; lower class students tend to score lower on outcomes overall but with some notable exceptions for shared experience in face-to-face settings and comfort in online settings; and upper class students tend to experience a laboratory-based computer-mediated learning environment most positively. Implications for studying computer-mediated learning and social class are discussed, along with implications for real-world online education.
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Vice, President Research Office of the. "Culture Clash." Office of the Vice President Research, 2008. http://hdl.handle.net/2429/2769.
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Smith, Jeffrey. "Earning or learning? : class, culture and identity in contemporary schooling : an ethnography from northern England and southern Ireland." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:8312.
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The study is divided into three parts. Part One consists of two chapters in which I situate the study theoretically and reflect on the personal consequences of the subsequent methodological undertaking. Chapter 1 introduces the conceptual and contextual frameworks utilised throughout this research. In it I chart the history of ethnographic educational research, from the Chicago School to the emergence of critical ethnography through the seminal work of the Birmingham-based CCCS, before rounding off by highlighting contemporary approaches offering new insights on the cultural landscape of social class inequalities. The current state of educational research in Ireland will also be touched upon, as I introduce the national setting for the comparative element of this study, which forms the location of the school in which I conducted further fieldwork. I also discuss the contemporary relevance of the concept of 'inclusive education' and contextualise its relevance in relation to a study of this nature. Chapter 2 presents a reflexive account of how the research conducted for this study was actually carried out, concentrating on my early forays into the field as a fledgling school ethnographer in the English setting of Bridgepoint High school. The chapter focuses on this initial stage of the enquiry because this is when the pitfalls and dilemmas associated with researching people in real world settings confront one for the first time, leading to a strategy of reflexive engagement that subsequently shaped and informed the comparative fieldwork in Ireland. Part Two contains two chapters that form the comparative case study element of this research. Chapter 3 offers a detailed description of life at Bridgepoint High, a large state-run secondary school situated on the Bridgepoint estate in the northeastern city of Crownport. In addition to describing the social and economic conditions that prevail on the estate, the chapter looks at the way that constant testing and surveillance combines with the pressures of the contemporary education market to privilege a meritocratic IQ-ism that results in a deficit-based attitude towards its pupils. A culture of interactional hostility and disillusionment with formal education is found to be a pervasive feature of Bridgepoint school experience, with largely negative consequences for everyone concerned. Chapter 4 presents a case study of secondary education in the Republic of Ireland, represented by St. Oliver's Community College in the coastal city of Cove. Again, the chapter details the local surroundings and points to similarities not just in the two cities themselves but also on the estates where the schools are located. However, in sharp contrast to Bridgepoint High, St. Oliver's was discovered to be a radically different kind of establishment, appearing on the surface to operate a more strict discipline code, but actually offering a calm, conducive and welcoming atmosphere characterised by surprisingly cordial social relations. The pressures of credentialism appear equally strong here too, but the willingness of staff to find alternate ways to celebrate pupil achievement, allied to shared investments in a positively ascribed local identity, are found to be at the heart of the outstanding sense of community witnessed at the school. Part Three consists of three chapters, forming the 'analysis' section of the study. Chapter 5 attempts to explain what I see as the reasons why Bridgepoint High school is not 'successful', both in the official terms proscribed by current government education policy, and in terms of the quality of school experience that it provides for its teachers and young people. Here, I point to the reinvigorated culture of 'machismo' exhibited by staff and pupils, partly as a rearticulated and insecure response to the diminished status of traditional forms of working-class, masculinity, and as a consequence of the 're-masculinizing' tendencies inherent in emerging forms of teacher subjectivities under the managerial regime of 'continuous improvement'. A school culture of strident homophobia, racism and compulsory heterosexuality is shown to present insurmountable barriers to improving school-based relations, without which the young people of the Bridgepoint estate will continue to prematurely disengage from education. Chapter 6 presents a comparative analysis of how the two schools differed in their approach towards educating the young people in their charge, paying particular attention to the many similarities in structural constraint both schools faced, and yet pointing to the varied responses within the schools to the challenges posed by these constraints. Chapter 7 offers a complimentary analytical perspective to that in Chapter 5, this time presenting a thorough explanation of the reason why St. Oliver's Community College was found by all of those involved, including staff, pupils and the local community of which it is very much an integral part, to be in every respect a 'successful' school, despite its relatively lowly status. While highlighting the substantial contribution that a 'Catholic' outlook on schooling undoubtedly plays in generating congenial working relationships between teachers and pupils, I also highlight the strategy of affirming value in locality as a major reason why the school has developed such strong links with the surrounding community. Ultimately, celebrating one's sense of belonging in a particular place is argued to have a huge impact on the self-confidence and esteem of pupils who responded by sharing ownership of St. Oliver's in a shining example of the potential offered by inclusive education. Finally, a brief Conclusion summarises the findings of the research and offers some tentative suggestions on how English schools, despite the policy constraints they face, need to apply a more community-centred model of schooling attuned to ensuring that people's concerns and realities are put at the centre of the educational agenda. Only then would members of those communities perceive themselves as active citizens, with their different ways of knowing valued as a resource in the shared enterprise of learning.
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Karlsson, Lena. "Klasstillhörighetens subjektiva dimension : klassidentitet, sociala attityder och fritidsvanor." Doctoral thesis, Umeå universitet, Sociologi, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-531.
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The main objective of this dissertation is to study the subjective class identification and the importance of this identification for social attitudes and leisure habits. Class identification is a significant, yet often neglected, area of research in the study of social class and stratification. The aim of this thesis has been to explore in what way the Swedish citizens perceive their own place in the structure of stratification. This thesis is based on three Swedish surveys, collected between 1993 and 2000. The results show that a vast majority of the citizens think that Sweden is still a class society and can place themselves in this structure. The most important sources for this identification are the objective class position and the class position of the father during childhood and adolescence. Identification with the working class is to a higher extent connected with a view that the differences in living conditions are too high, that the differences in the possibility to advance in the Swedish society are unequal and that the gap in income should decrease. This standpoint is nearly as common for people who identify with the working class irrespective of a socialistic or non- socialistic position. The results also show that class identification is related to the level of participation in different leisure activities. Identification with the middle class is connected with a higher degree of participation in a variety of activities, especially in highbrow culture such as theatre and opera. In the conclusion it is discussed that the relevance of class identification in the future is highly dependent on how class in the political and ideological sphere is formulated and attached with different attitudes, and if class is expressed as a positive source in the construction of the social identity.
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Inan, Murat. "The generational and social class bases of pro-democratic culture in Turkey : a quantitative analysis with WVS data." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15340/.
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Political culture research focuses on the relationship between individual-level orientations and system-level institutions. Three approaches within this line of research suggest different sets of orientations that are understood to support democracy. Yet, very little is known about what underlines these pro-democratic orientations. Focusing on two potential bases, generation and social class, the present research asks: ‘What are the generational and class bases of pro-democratic culture in Turkey?’ The research tests the theoretical predictions of both Karl Mannheim’s theory of generations and Seymour Martin Lipset’s working class authoritarianism thesis to examine whether there are differences in pro democratic culture across generational and class categories. The findings do not lend complete support to either theory. The analysis reveals that Turkish respondent`s pro democratic attitudes do not follow generational lines. However, an indirect effect of generation is revealed when social class is included in the analysis. The findings show that for those generations which have come of age under authoritarian politico-juridical orders, social classes are homogenized with respect to their pro-democratic attitudes. On the other hand, for those generations socialized under non-authoritarian governments, the findings lend support to the modernization theory’s classification of the social classes challenging that of Lipset’s theory. Three types of regression techniques are applied to cross-sectional data from the 1990, 1996, 2001, 2007 and 2011 waves of the World Values Survey (WVS) for Turkey. The overall thesis is composed of eight chapters. The first chapter introduces the main arguments and hypotheses. The second chapter gives a brief overview of the recent history of Turkey to provide the necessary background for making sense of the analysis. The third chapter outlines the theoretical framework of the research. The fourth chapter introduces the data and the methodology used for the analysis. The following three chapters present the empirical findings of the research. Finally, the eighth chapter provides a brief summary of the findings and discusses their wider implications.
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Halldorsson, Jon Ormur. "State, class and regime in Indonesia structural impediments to democratisation /." Thesis, University of Kent, 1991. http://catalog.hathitrust.org/api/volumes/oclc/38734269.html.
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Jeppie, Shamil. "Aspects of popular culture and class expression in inner Cape Town, circa 1939-1959." Thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/24109.
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Miller, Mary. "Imagined futures of the everyday : middle class households in south-east London." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:38cb3f81-77e9-43ba-895c-d0f8f6904ef0.
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Discussions of hope and the imagined future have thus far focussed on grand ambitions at the expense of the more mundane, modest wants that are the preoccupation of everyday life. Studies of the home have demonstrated the role of material culture in embodying memory and household pasts but little has been said of household futures and their impact on household presents. This ethnographic study of the lives of three middle class households in south-east London addresses these gaps through an exploration of the role of imagined futures in orienting everyday life in the household. The ways in which householders work to make household life what they want it to be, and to secure the longer-term futures they imagine for their children, are explored through the frustrations, disappointments and anxieties that stem from the frequent failures of these efforts. Objects are demonstrated to be both the means through which householders attempt to make household life what they want it to be - their potentiality shaping and enabling imagined futures - and the means through which these imagined futures are reconfigured or derailed. The period of maternity leave, that all three of my women participants were in the midst of, is shown to be one in which the work of bringing the household's imagined futures, and children's imagined futures to fruition falls disproportionately to mothers, often at the expense of their own wants. Finally, a broader lens is used to explore how middle class householders' efforts to live the life they want contributes to and shapes the processes of gentrification credited with bringing dramatic change to south-east London.
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Dunn, Karen. "Working class culture and co-operation : a case study of schooling and social life in a Yorkshire mining community." Thesis, University of Sheffield, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307901.
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Collier, Connie S. "Case based approach to developing multiple perspectives on issues of gender, culture, and social class in physical education teaching." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1248981998.
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Fisk, Alan G. D. "The Effect of Social Factors on Project Success Within Enterprise-Class System Development." Case Western Reserve University Doctor of Management / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=casedm1568731826882852.
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Heath, Corliss D. "Not on My Street: Exploration of Culture, Meaning and Perceptions of HIV Risk among Middle Class African American Women." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5625.
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Black women remain at a higher risk for HIV infection than women of any other ethnic group. Of all new infections reported among U.S. women in 2010, 64% occurred in African Americans compared to 18% Whites and 15% Hispanic/Latina women (CDC 2013a; CDC 2014b). While the literature on HIV risk among African American women is extensive, it mostly focuses on low income, low education subgroups of women or those involved in high risk behaviors such as drug use. Very little has been done to understand the risk for HIV among college educated, middle class women who do not fit into traditional "risk categories."
Based on extensive fieldwork in Atlanta, GA, this study illustrates how middle class African American women's attitudes, beliefs, perceptions, and behaviors related to HIV risk are influenced by their social and cultural norms. This research employed a womanist framework to examine the intersection of race, gender, and class and the way these factors interact to shape HIV risk in middle class African American women. Whereas some middle class African American women perceive their HIV risk as low based on social class, structural factors associated with experiences of being an African American woman in Atlanta, GA (e.g., gender imbalance, geographic location, sexual networks) weaken the protective influence of class and put them at risk for HIV. Thus, findings from this study will help inform prevention strategies to focus on African American women who fall outside of "traditional risk groups."
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Burke, Peter, and peter burke@rmit edu au. "A social history of Australian workplace football, 1860-1939." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100311.144947.
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This thesis is a social history of workplace Australian football between the years 1860 and 1939, charting in detail the evolution of this form of the game as a popular phenomenon, as well as the beginning of its eventual demise with changes in the nature and composition of the workforce. Though it is presented in a largely chronological format, the thesis utilises an approach to history best epitomised in the work of the progenitors of social history, E.P. Thompson and Eric Hobsbawm, and their successors. It embraces and contributes to both labour and sport history-two sub-groups of social history that are not often considered together. A number of themes, such as social control and the links between class and culture, are employed to throw light on this form of football; in turn, the analysis of the game presented here illuminates patterns of development in the culture of working people in Victoria and beyond. The thesis also provides new insights into under-re searched fields such as industrial recreation and the role of sport in shaping employer-employee relations. In enhancing knowledge of the history of grass roots Australian football and demonstrating the workplace game's links with the growth of unionism and expansion of industry, the thesis therefore highlights the complexity and interconnectedness of economic development, class relations and popular culture in constructing social history.
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STUMP, KATHARINA EVELINE. "Taste for exclusivity. – A visual image analysis on the representation of social class and taste." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21939.
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The purpose of this study is to create a deeper understanding on how brands today arepart of culture, creating meaning and effects, persuading customers through hidden messages and cultural communication codes. The starting point for my studies has been a European approach, with a German brand as empirical material. As a visual communicator it is especially important to critically understand how each element in an advertising campaigncreates meaning and therewith influences consumers unconsciously. My study has the ambition to research how luxury products are portrayed by examining visual markers for taste and exclusivity that indicate that the Jil Sander advertising campaign (2018) is directed towards members of a higher social strata. This has been done by using a qualitative visual image analysis based on social semiotics. Representation, taste, status and social milieus are the theoretical key terms in this study which are linked to my image analysis which shows that the characters are members of the same scene belonging tothe same social milieu, were they share social norms, dress codes, linguistic codes such assigns and symbols. All of them are visual markers of a higher social class, taste and capital.
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Woodward, Philip John. "Cultural and social capital in university choice : intra-class differences amongst working-class students in a sixth form college." Thesis, Open University, 2012. http://oro.open.ac.uk/54528/.
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Background Research on the way that sixth-form students utilise cultural and social capital when applying to university has suggested that students make differential choices on the basis of social class. Research has also highlighted the significance of intra-class differences amongst middle-class students. It suggests the extent to which family, school, peers, and the media may influence and impact on choices. Aim This research examines the extent to which students from similar socio-economic backgrounds, and in particular 'working-class' students, make choices. This process is examined in terms of the university and course choices made and associated social advantage and prestige. Methods This research employs an interpretative paradigm using qualitative methods and a conceptual framework derived from Bourdieu. Focus groups and semi-structured interviews were used to investigate research questions and a grounded approach to data analysis was utilised. Findings Findings suggest that access to cultural and social capital is limited to familial influence. Students were influenced by their parents in differential ways, but also drew on the experience of their siblings.
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Reddin, Galen C. "Struggles and achievements: experiences of working-class white male academics who attain tenure." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2970.
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This study investigated a little known topic: the experiences of working-class, white male, professors, who have attained tenure. Academics who have immigrated from working class backgrounds have reported experiences of navigating culturally confusing interactions within their professional settings, even years after their class migrations. Working-class, white, male, tenured academics were selected for the present study in order to ascertain findings intended to contribute to understandings of their pre-tenure experiences, and strategies that they believed were most significant for tenure attainment. Ethnographic research methods were employed in this study. Research questions guiding the study were: "What do first-generation, white male college professors identify as the key factors which helped them achieve tenure?" and, "To what extent did their class background help or hinder the process?" The data analysis chapter divides participants' experiences into three themes; Theme 1 addresses some of the formal and informal social contexts of the tenure process. Themes 2 and 3 focus on the participants' psychological and social challenges and successes that were also part of the process. This study analyzed data regarding social contexts that participants believed were relevant to their tenure attainment. Participants experienced academic culture in ways connected to important issues of diversity and exclusion found in the literature on the experiences of other, more traditionally recognized marginalized groups in American higher education. Seemingly routine work related events often transpired according to unwritten social rules informed by academic culture. Most participants reported significant cultural outsider experiences, and although they experienced cultural based success challenges, they gradually developed strategies that incorporated working-class background experiences into their pre-tenure period experiences in ways that they believed constituted unique professional strengths. Findings were generalized in four statements: most participants experienced social class-related struggles toward gaining tenure attainment; most participants had entered academia without adequate cultural knowledge; most participants experienced academic work and social related practices as contentious with their working-class sensibilities; and most participants gradually developed internal truces between their past and present cultural orientations toward their eventual goal of tenure attainment. Directions for future study and concluding thoughts are included.
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Spotswood, F. M. "An ethnographic approach to understanding the place of leisure time physical activity in 'working class' British culture : implications for social marketing." Thesis, University of the West of England, Bristol, 2011. http://eprints.uwe.ac.uk/16929/.
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Physical activity has a well understood set of benefits. UK leisure time physical activity (LTPA) is socially patterned, with lower socio-economic groups participating less. There is evidence from the literature that in addition to structural causes, there may be a ‘working class’ worldview of LTPA, which strongly influences their lack of participation. Thus, a theoretical approach for social marketers is advocated based on class culture. This approach, which centres on Bourdieu’s habitus, views problem behaviours in terms of class-based dispositions rather than individualistic intention, attitude and decision making. This research used an ethnographic mixed-method approach to explore the habitus of five case study families on a deprived estate. Findings suggested that their perception of LTPA was negative, or else they dismissed it as a leisure option. They preferred sedentary behaviours which matched their observed goals; of ‘family survival’, ‘image management’, ‘instant pleasure’ and ‘withdrawal through fantasy’. These rich insights, into the lives of particularly hard-to-reach families, are the first contribution of this PhD to the social marketing field. However, the theoretical approach taken also enabled a retroductive analysis (based on critical realist thinking) to explore hitherto invisible mechanisms which may be part of the observed habitus, and may have affected the observed dispositions towards LTPA. These were ‘lack of perspective’, ‘lack of control’ and ‘lack of participation’. Also, the theoretical conceptualisation of LTPA as a ‘culturally signifying practice’, embedded in the class cultural habitus, has enabled the researcher to explore three potential social marketing responses to the findings. These are the traditional approach based on exchange; the community-development approach of ‘habitus change’; and finally, environmental approaches, grounded in ecological theory and behavioural economics. The ethical and ideological contentions of these approaches for social marketers are discussed, and it is recommended that social marketers expand their strategic options to address powerful habitus effects.
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Holford, Naomi. "Making classed sexualities : investigating gender, power and violence in middle-class teenagers' relationship cultures." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/43004/.
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This thesis investigates gendered power relations, including violence, control and coercion, within teenage heterosexual relationships, and broader relationship cultures. It focusses on upper-middle class 14-16 year olds, whose sexualities – unlike those of working-class teenagers – are seldom seen as a social problem. It explores the interactions of romantic and sexual experiences with classed identities and social contexts, based on data generated within a large, high-performing state comprehensive in an affluent, ethnically homogenous (white) area of south-east England. The research, conducted in and outside school, used a mixed-methods approach, incorporating in-depth individual and paired interviews, and self-completion questionnaires. It draws on insights from feminist post-structural approaches to gender and sexualities, and is situated in relation to work that explores the negotiation of gender in “post-feminist” neoliberal societies. Despite (in some ways, because of) their privileged class positioning, these young people faced conflicting regulatory discourses. Heteronormative discourses, and gendered double standards, still shaped their (sexual) subjectivities. Sexuality was very public and visible, forming a claustrophobic regulatory framework restricting movements and choices, particularly girls’. But inequalities and violences were often obscured by powerful classed discourses of compulsory individuality, with young people compelled to perform an autonomous self even as they negotiated inescapably social networks of sexuality. These discourses could exacerbate inequalities, as participants denigrated others for vulnerability. A significant proportion of participants reported controlling, coercive or violent relationship experiences, but girls especially downplayed their importance. Girls shouldered the burden of emotion work, taking on responsibility for both their own and partners’ emotions. Sexual harassment and violence from peers were often regarded with resignation, and sometimes led to further victimisation from partners or peers. Policing of sexuality was bound up with classed prejudices and assumptions; participants’ performances of identity often rested on dissociation from the working class. Young middle-class people’s heterosexual subjectivities sat uneasily with educationally successful, future-oriented subjectivities; sexuality was an ever-lurking threat to becoming an educational and therefore classed success.
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Fitzpatrick, Christina Beth. "MODELS OF WORK ETHIC: IMPROVING PERCEPTIONS OF LOWER-CLASS STUDENTS IN HIGHER EDUCATION." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1503577375171567.
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Choegyal, Sonam. "A study of emotions and social bonds during transformative pedagogy in a Bhutanese 10th-grade physics class." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233464/1/Sonam_Choegyal_Thesis.pdf.
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This study explored students’ emotional engagement (i.e., emotions and social bonds) in a Bhutanese 10th-grade physics class during classroom instruction that includes transformative pedagogy. Data for this study were generated through diaries, video recordings, and interviews. A combination of ethnomethodology and interpretive techniques were employed to analyze the data. The findings of this study revealed that cooperation and mindful interactions during transformative pedagogy elicited pleasant experiences in the teacher and students. This study has generated a conceptual framework for interpreting emotions and social bonds from Bhutanese perspectives. The implications of this research are relevant to methodology and teaching practice.
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Callaghan, Gillian. "Young people and social change in Sunderland : de-industrialisation and cultural change." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/975/.
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Wu, Bin. ""Whose culture has capital?": Chinese skilled migrant mothers raising their children in New Zealand." AUT University, 2009. http://hdl.handle.net/10292/911.
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This thesis is concerned with a group of Chinese skilled migrant mothers’ experiences in relation to their children’s early childhood care and education in New Zealand. Utilising Bourdieu’s concept of capital, habitus and field, the current research addresses the complexity and ambiguity of the Chinese migrant mothers' lives whose social position transcends multiple fields. Because their children attend mainstream education, and the local educational system is different from those where the migrant mothers were brought up, the migrant mothers had to transcend different cultural fields. Chinese skilled migrants, who were middle class professionals in their native country, usually experienced social and financial downturns in New Zealand. Although skilled, the migrant mothers encountered difficulties in finding paid employment that matched their pre-migration job status. These mothers were more likely to give up paid work or reduce paid working hours on the birth of their children than were their male partners. The current study focuses on these transcendent experiences, encompassing both embeddedness and ambiguity across different fields by examining the interplay of class, gender, and ethnicity in the daily lives of these mothers. Traditional interpretations of cultural capital usually refer only to dominant social and cultural capital, whereas the current thesis expands the concept to include both dominant and non-dominant forms of social and cultural capital. The findings showed that the migrant mothers redefined and reconstructed the concept of capital. The migrant mothers’ attitude towards mainstream education was ambiguous and complex: covering the full spectrum from willing embracing, reluctantly following, selectively utilising to firmly rejecting. Simultaneously, the mothers promoted, criticised, and rejected various traditional Chinese practices and beliefs in order to maximise benefits for their children.
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Morris, Alan. "Schooling, 'culture' and class : a study of White and Coloured schooling and its relationship to performance in sociology at the University of Cape Town." Master's thesis, University of Cape Town, 1985. http://hdl.handle.net/11427/16994.
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Bibliography: pages 236-242.This thesis is an exploratory endeavour to investigate 'white' and 'coloured' schooling and the relationship between this schooling and performance in Sociology at the University of Cape Town. It investigates these aspects using a number of methodologies. The first chapter reviews the South African literature on the relationship between schooling and university performance and how schooling is generally portrayed. It then proceeds to lay a theoretical basis for investigating schooling and how schooling influences performance in Sociology. The theoretical framework was significantly influenced by my empirical research. In this chapter, although the primary focus is on white and coloured schooling, some attention is also given to African schooling. The theoretical framework stresses the relative autonomy of the school and the importance of the social class origins of pupils. It illustrates that the social class composition of a school is crucial in shaping the pedagogical process and academic achievement. It shows that schools in the same educational authority can be very different primarily due to the differing class origins of their pupils. This is illuminated firstly, by reviewing the literature in this area and secondly, empirically; for example, by showing how matric results are clearly related to a school's class composition. The second chapter is a statistical investigation of the relationship between schooling and Sociology results at the University of Cape Town. It examines the Sociology results of students who have emerged from schools under the white educational authorities and compares them to the results of students who have emerged from schools under the Department of Internal Affairs educational authority. It indicates that the differences are often not statistically significant and thus that the racial structuring of the educational system does not necessarily lead to students who have emerged from the white educational authority schools being academically superior. It also investigates the relationship between matric aggregate/matric English symbols and Sociology results. It illustrates that although a relationship generally does exist there are also many individual exceptions. The third chapter is based on in-depth interviews with Sociology students, school teachers and principals. Drawing on the interview material it argues that different types of schools can be identified. Each type is dominated by a specific pedagogical process and students who attend one type are more likely to be prepared for Sociology than students who attend another type. This section thus draws on, substantiates and develops the theoretical framework outlined in chapter one and moves beyond the purely statistical approach of chapter two. The fourth chapter summarises the results of a questionnaire survey. It endeavours to assess the relationship between social class, schooling and Sociology results. It thus complements the proceeding chapters. An important finding is that a very small proportion of students who enter the Sociology Department are of working class or lower petit bourgeois origins. A second important finding is that very few students felt that they were prepared by their schooling for Sociology.
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Fisher, Dale. "Developing an evangelistic strategy to reach the upper classes in Nairobi using the "Jesus" video." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p036-0366.
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Biswas, Sasidharan Anusree. "The importance of "being modern" : an examination of second generation British Indian Bengali middle class respectability." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/7652/.
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This thesis investigates the way that second generation British Indian Bengali middle class, predominantly Hindu respondents, have attempted to communicate their “modern” middle class respectability through their social practices, work and lifestyles. In their reproduction of this respectability, they attempt to distance negative British South Asian stereotypes prevalent in the media, work institutions and in day-to-day life; sometimes to the extent of ‘othering' other South Asians generally or British Bangladeshi Muslim Sylhetis specifically. Second generation's adaptive responses to racism and stigmatised stereotypes prevalent in British society also reaffirms the British Indian Bengali's presumptions of their ethnic distinctiveness and justifying homogenising racist stereotyping of these ‘other' South Asian groups. This thesis examines several aspects of their lives that are affected by these distinguishing tactics, through: presentation of their ethnicity; middle class identity; position of women within “the community”; ideas of love and romance and “type” of marriage. Additionally, there is an examination of how the second generation are increasingly challenging the assertion that all South Asians are primarily driven by ethnicity, religion and regional-language markers in their search for a marriage partner. Marriage trends amongst British Indian Bengalis are showing distinct moves away from finding a partner through ascribed statuses. Likewise, the second generation in their social interaction also exhibit a weaker sense of identification with their regional-language groups.
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Guizzo, Bianca Salazar. "'Aquele negrão me chamou de leitão' : representações e práticas corporais de embelezamento na educação infantil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/28820.
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Na sociedade brasileira atual, questões relacionadas à aparência e à imagem do corpo são reconhecidas como elementos centrais nos processos de constituição de identidades desde a infância. Esta tese tem como questão central de pesquisa discutir em que medida as representações de beleza e de feiura compreendidas pelas crianças de uma turma de Educação Infantil pertencente a uma escola pública do município de Esteio/RS afetam a forma como as meninas lidam/investem com/nos seus corpos, delineando assim suas feminilidades. Os principais objetivos desta investigação são: 1) apresentar como determinadas representações de gênero, raça/cor, classe social e geração, construídas e reiteradas diariamente por meio das mais diversas pedagogias culturais e visuais, ecoam e circulam, como verdades quase que absolutas, no ambiente educacional infantil; 2) a partir dessas representações propagadas em diferentes meios culturais e sociais na contemporaneidade, mostrar como as meninas dessa turma investem em certas práticas corporais para serem consideradas belas. Levando em conta tais objetivos, foram apresentadas algumas situações desenvolvidas no cotidiano escolar da referida turma, para que as crianças pudessem expressar suas concepções a respeito do tema. Os resultados mostraram que as meninas, bem como os meninos, se preocupam com suas aparências e tais preocupações provavelmente são construídas a partir das representações e imagens aos quais elas/es têm acesso através de diversos meios. Em função da intensa presença de representações e imagens, meninas, em especial, são encorajadas a investir em seus corpos, o que colabora na constituição de suas identidades. Elas, muitas vezes, almejam ter corpos perfeitos e investem em práticas para esconderem seus “defeitos” e se parecerem com celebridades que admiram. Entretanto, tais práticas não foram aqui analisadas como “naturais” ao comportamento feminino, mas como parte de uma construção histórica, social e cultural. Para o desenvolvimento das análises foram utilizadas as contribuições dos Estudos de Gênero, dos Estudos Culturais e dos Estudos de Cultura Visual, especialmente aqueles que se aproximam da perspectiva pós-estruturalista de análise. Tais campos de estudos mostram-se produtivos na medida em que julgam que nossas identidades são forjadas e constituídas continuamente dentro de determinadas culturas, pela disputa constante de poder. Além disso, fornecem ferramentas para a análise de artefatos e acontecimentos que permeiam as arenas culturais e educacionais e que possuem grande relevância na produção das identidades infantis.In contemporary Brazilian society, questions of appearance and body image are recognized as central elements in the construction processes of children‟s identities. This thesis aims to discuss to what extent the representations of beauty and ugliness understood by children of an early childhood education class, from a public school in the municipality of Esteio/RS, affect the way girls deal with and invest in their bodies, and thus outline their femininities. The main focuses of this research are: 1) to present how certain representations of gender, race/color, social class and generation, built and repeated daily through a variety of cultural and visual pedagogies , reflect and circulate as almost absolute truths in the children's educational environment; 2) to show how the girls in this group get involved with certain bodily practices to be considered beautiful from representations spread among different cultural and social media in contemporaneity, Taking into account such objectives, some situations developed in the school everyday life were presented so that the children could express their ideas about the theme. The results showed that girls and boys are worried about their appearances and such concerns probably are constructed from images and representations to which they have access through various means. Due to the intense presence of representations and images, girls in particular are encouraged to invest in their bodies, which contribute in the formation of their identities. They often want to have perfect bodies and engage in practices to hide their "flaws" and resemble celebrities they admire. However, such practices were not analyzed here as a “natural" female behavior, but as part of a system of historical, social and cultural relations. For the development of such analyses, the contributions of Gender Studies, Cultural Studies and Visual Culture Studies were used, particularly those associated with the post-structuralism approaches. Such fields of study are productive to the extent that they believe that our identities are continually forged and incorporated within certain cultures by a constant struggle over power. In addition, they provide tools for the analysis of artifacts and events, which permeate the cultural and educational arenas and are relevant to the production of children's identities.
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Freitas, Marisa de. "A hermenêutica da subcidadania: tornando o capital cultural visível." Universidade Federal de Juiz de Fora, 2013. https://repositorio.ufjf.br/jspui/handle/ufjf/1415.
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Esta pesquisa buscou estabelecer a relação dos conceitos de subcidadania, estudo realizado por Jessé Souza (2006), e de capital cultural, formulado por Pierre Bourdieu (2007), com a prática cotidiana dos alunos de 8º e 9º anos do Ensino Fundamental compreendido nas idades entre 12 a 17 anos de duas escolas da Rede Municipal e uma escola Particular da cidade de Juiz de Fora. Optou-se por uma abordagem qualitativa que se considerou mais indicada. No referencial teórico, encontra-se uma breve reconstrução do período histórico do Brasil que se inicia no processo de colonização por Portugal até 1930. Nesse tempo histórico, apontou-se o sistema escravocrata e suas mazelas aos índios e negros. Para com os negros, destacamos o descaso social ao não integrá-los no processo de trabalho livre e assalariado, as condições precárias de habitação e sanitarista, além da desestruturação do núcleo familiar; consequências funestas do sistema escravista após a abolição. A chegada da Família Real no Brasil propiciou o avanço da modernização da Colônia para um Estado independente, gerando mudanças que influenciaram novos comportamentos, novas ideias e o espaço urbano. Contudo, a herança do sistema escravista com forte base tradicionalista leva para a República uma aliança entre a modernização capitalista e a tradição patriarcal dos senhores. Nesse contexto, a marginalização da população de negros e mestiços fica velada em meio aos discursos liberais, enquanto os imigrantes brancos ocupam os postos de trabalho nas lavouras e nas indústrias. Ao perceberem-se os estilos de vida como marcas que distinguem os indivíduos e o seu pertencimento a uma classe social elite, média ou popular; é possível favorecer sua inserção aos privilégios de uma sociedade letrada ou exigir esforço individual para o usufruto aos ambientes socializadores legítimos. O resultado dos dados da pesquisa com os estudantes apontam um perfil escolar dos alunos das escolas municipais de uma cultura hedonista com pouca dedicação aos estudos e apresentam distorção ano/idade. O perfil econômico desses discentes mostrou responsáveis com empregos em atividades que exigem força física e baixa escolaridade, compreendida entre os anos iniciais incompletos e anos finais completos do Ensino Fundamental, poucos atingem o Ensino Médio. Esses estudantes veem a escola como a representação de um “futuro” na melhoria da condição de vida. A escola particular nessa pesquisa serviu de linha condutora ao longo dessa investigação e os achados mostram uma distância na vida social de ambos os grupos de adolescentes. Os resultados obtidos revelam conclusões que poderão ser utilizadas como subsídios para ampliar as discussões e desvelar as condições sociais vivenciadas pelos estudantes da escola pública, a fim de possibilitar novas estratégias pedagógicas e políticas educacionais mais eficazes à aquisição de capital cultural.
This research has aimed to set up the concepts in relation to undercitizenship carried out by Jesse Souza (2006), and of dominant and legitimate culture, cultural capital, made by Pierre Bourdieu (2007). This study has been done between students from 12 years old until 17 years old and from 8th and 9th grades of elementary level in two public schools and one private school in Juiz de Fora city. A qualitative approach has been chosen because it has been considered the most appropriated one. On the theoretical framework there is a brief reconstruction of the historical period of Brazil that starts the process of colonization by Portugal until 1930. In that historical time, there was the slavery system with Indians and black people. Speaking about the black ones, we can point out the social neglect, abandon in omission to incorporate them in the process of free labour and employed person, the poor condition of housing and sanitation, besides the disruption of nucleus family. These aspects have been results of the tragic system after the slavery abolition. The Royal Family’s arrival in Brazil has allowed an advance in the modernization of the colony to an independent state, generating changes that has influenced new behaviours, new ideas and the urban space. However, the slavery heritage system with strong traditionalist base has led to an alliance between the capitalist modernization and the patriarchal tradition of lords. In that context, the marginalization of black people population and mixed races has been disguised among the liberal speeches while white immigrants have occupied jobs in farming and industries. When they realized that the lifestyles were a mark and discern individuals and their social class like elite, middle and poor ones, it has been possible to favour their privileges a literate society or require individual effort in order to usufruct of socializing environments. The result of the survey data with these students have indicated that public school students have had the hedonist culture with little education and a distortion between ages and grades at school. The economic profile of these learners has shown that they are responsible in jobs that require physical strength and low education level between the incomplete early years and complete final years of elementary school level. These students see school as a representation of a “future” improving their life condition. The private school study has served as a guidance throughout this research. The findings have shown a gap in social life in both teenagers group. The results obtained have presented conclusions that could be used as subsidies to expand the discussions and reveal the social conditions experienced by public students, in order to make new pedagogical strategies and educational politics more effective for the acquisition of dominant and legitimate culture, cultural capital.
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Sumich, Jason. "Tribesmen or hustlers? : tourism, cultural imperialism and the creation of a new social class in Zanzibar." Master's thesis, University of Cape Town, 2001. http://hdl.handle.net/11427/3617.
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Calderón, Nicole. "Housekeeping." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321930048.
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Favero, Paolo. "India Dreams : Cultural Identity among Young Middle Class Men in New Delhi." Doctoral thesis, Stockholms universitet, Socialantropologiska institutionen, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-344.
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In 1991 the Indian government officially sanctioned the country’s definitive entry into the global market and into a new era. This study focuses on the generation that epitomizes this new era and is based on fieldwork among young English-speaking, educated, Delhi-based men involved in occupations such as tourism, Internet, multinationals, journalism and sports. These young men construct their role in society by promoting themselves as brokers in the ongoing exchanges between India and the outer world. Together they constitute a heterogeneous whole with different class-, caste- and regional background. Yet, they can all be seen as members of the ‘middle class’ occupying a relatively privileged position in society. They consider the opening of India to the global market as the key-event that has made it possible for them to live an “interesting life” and to avoid becoming “boring people”. This exploration into the life-world of these young men addresses in particular how they construct their identities facing the messages and images that they are exposed to through work- and leisure-networks. They understand themselves and what surrounds them by invoking terms such as ‘India’ and ‘West’, ‘tradition’ and ‘modernity’, mirroring the debates on change that have gone on in India since colonization. Yet, they imaginatively re-work the content of these discourses and give the quoted terms new meanings. In their usage ‘being Indian’ is turned into a ‘global’, ‘modern’ and ‘cosmopolitan’ stance while ‘being Westernized’ becomes a marker of ‘backwardness’ and lack of sophistication. Their experiences mark out the popularity of notions of ‘Indianness’ in contemporary metropolitan India. The study focuses on how social actors themselves experience their self-identity and how these experiences are influenced by the actors’ involvement with international flows of images and conceptualizations. It will primarily approach cultural identities through labels of belonging to abstract categories with shifting reference (referred to them as ‘phantasms’) such as ‘India’, ‘West’, etc. The study suggests that the ‘import’ of trans-national imagination into everyday life gives birth to sub-cultural formations, new ‘communities of imagination’. Their members share a similar imagination of themselves, of Delhi, their country and the world.