Recently, a range of educational theorists have explored and extended upon popular currents in political theory through articulating “open” and “unknowing” pedagogies. Such contributions represent a radical turn away from the presumed “universals” found in proclamations of justice and emancipation and, ultimately, the centering of class analysis. At the same time, inspired by and building upon Bourdieuian theory, another cluster of educational research has developed a nuanced understanding of the social, cultural, and educational mechanisms involved in (...) class='Hi'>class reproduction. In this essay, Jessica Gerrard offers a critical — though sympathetic — response to these dual trends. Bringing together theories of reproduction in conversation with theories of pedagogical possibility, Gerrard argues for a renewed understanding of working-class relations to education that incorporates an understanding of working-class action and struggle. (shrink)

When a professor from Middle Europe teaches Computer Ethics in the Middle East using a textbook from the US, cultural differences become apparent. A main challenge lies in avoiding cultural imperialism during teaching. In order to meet this challenge, personal portfolios have been used for course work. The course design as well as portfolio tasks are presented and experiences are discussed. Based on our experiences we recommend applying this approach to equally overcome effects of group dynamics in similar (...) courses as well as to bridge the generational gap that normally exists between students and professors. (shrink)

The present qualitative study analyzes how cultural capital, gender, class, and family involvement impact Chinese female students’ aspirations of studying in the United Kingdom. We investigated how these factors facilitate or limit female students’ choice of study destination, as well as choices of subject and program. Data were gathered through participant observation and semi-structured interviews in a British university. A total of 25 young Chinese female students from different subject areas took part in the semi-structured interviews. Out of (...) those, five students are undergraduates, 11 are taught master’s students, and the other nine students are doctoral candidates. Most of the undergraduates and postgraduates are from middle-class families, while some of the Ph.D. students are from working-class families. The results of the content analysis were examined in light of gender and cultural capital theory. It was found that although there exist differences within the middle-class families regarding the possession of cultural capital, many female students from middle-class families obtained high levels of cultural capital, and these students usually internalized the idea of pursuing a place in the United Kingdom’s tertiary education system as a way of enhancing women’s competency in future job markets. Furthermore, compared with working-class students, many respondents’ choice of subject and program was highly gendered, as their families expect them to live a feminine life by choosing “appropriate” feminine subjects. Therefore, despite having the privilege to study abroad, female middle-class students’ educational choices are still constrained by gender and class. (shrink)

This article looks at the income-related experiences of women workers in Bangladesh in the export garment industry, the first modern industry in the country to employ large numbers of women. The analysis draws on in-depth interviews with 34 female sewing machine operators at five factories. Despite the traditionally low economic autonomy of Bangladeshi women, the women's ability to control their income was varied, and in fact, a substantial number of the women workers exercised full control over their wages. Socioeconomic (...) background affected women's income control by shaping both the symbolic meaning of women's income and the ability of male kin to fulfill their traditional obligations to women. With the exception of some young unmarried workers, women's employment in the garment industry had not posed a significant challenge to patriarchal family relations. (shrink)

This paper investigates the semantic bases of class membership in the noun class system of Gújjolaay Eegimaa (Eegimaa henceforth), a Niger-Congo and Atlantic language of the BAK group spoken in Southern Senegal. The question of whether semantic principles underlie the overt classification of nouns in Niger-Congo languages is a controversial one. There is a common perception of Niger-Congo noun class systems as being mainly semantically arbitrary. The goal of the present paper is to show that physical properties (...) and culture-specific factors are central principles of semantic categorisation in the Eegimaa noun class system. I argue that the Eegimaa overt grammatical classification of nouns into classes is a semantic categorisation system whereby categories are structured according to prototypicality, family resemblance, metaphorical and metonymic extensions and chaining processes, as argued within the framework of Cognitive Linguistics. I show that the categorisation of entities in the Eegimaa nominal classification system productively makes use of physical properties such as shape as well as using culture-specific, less productive parameters for the semantic categorisation of entities denoted by nouns. The analysis proposed here also shows that the cases of multiple morphosyntactic classifications of nouns reflect multiple conceptual categorisation strategies. A detailed examination of the formal and semantic instances of multiple classification reveals the existence of conceptual correlations between the physical properties and the culture-specific semantic parameters of categorisation used in the Eegimaa noun class system. (shrink)

College English teaching aims to cultivate students' comprehensive ability to use English. The study of spoken English barriers is a hot topic in this subject area. Based on a survey of non-English primary college students' spoken language impairments, this paper analyzes the research status of spoken language impairments at home and abroad. It relies upon the theoretical basis of Swain's output and Krashen's input hypotheses. With extensive data mining in colleges and universities as the entry point, this paper's content, object, (...) and method are determined by combining qualitative and quantitative research with empirical research. Through the combination of classroom observations, questionnaires, interviews, and other research forms, this paper concludes that the spoken language barriers of non-English primary college students include language and non-language barriers. The influencing factors of the spoken language output barriers include subjective and objective aspects. The questionnaires are analyzed from the three dimensions of the students, schools, and education departments. This paper proposes some ways to overcome the spoken English barriers of non-English college students. It also suggests that non-English college teachers should pay more attention to the cultural transmission of English-speaking countries in English classes, cultivate students' cross-cultural awareness, and enhance students' enthusiasm in English learning. These actions are more conducive to overcoming the psychological barriers in spoken English output. (shrink)

The Uncertainty of Analysis pursues key issues raised in the author's earlier Discourse of Modernism, a ground-breaking work which focused attention on the nature of discourse and the ways in which one culturally dominant "discursive class" may be replaced by another. In this timely and provocative collection of his essays, Timothy J. Reiss shows how efforts to reconfirm the force and power of modernist, analytico-referential discourse in the late nineteenth and the twentieth centuries have actually brought to the (...) fore internal contradictions, have made clear the problematic nature of the dominant discourse, and have precipitated the emergence of competing discourses. Reiss considers the explorations in foundational logic by Frege and Peirce; examinations of language and its relations to mind by Saussure, Greimas, and Chomsky; work in linguistic and scientific epistemology by Wittgenstein and Heisenberg; and the attempts to analyze the nature of society by Sartre and other Western Marxists. Reiss turns to some practitioners of literary criticism and theory who have sought to escape past constraints, and he points to what appear to be erroneous routes away from the dilemmas raised by these philosophers and critics. (shrink)

This paper critiques what it sees as a tendency on the part of certain social researchers to engage in moralistic critiques of middle-class parents, especially in relation to the choices and actions of such parents within educational quasi-markets. It proceeds to a linked critique of the influence within education of certain aspects of the work of Pierre Bourdieu, with particular reference to the concepts of symbolic violence and the depiction of cultural meanings as arbitrary. It is argued that (...) both these developments involve unhelpful and unjustified forms of reductionism that could have the effect of alienating middle-class support for a range of broadly progressive political endeavours within and beyond education. (shrink)

Informed by s socio-historical theory, this paper will report on a study that sought to document the literacy and numeracy outcomes for children living in low socio-economic circumstances in a region south-east of Melbourne, Australia. The research focused on children in preschool and child care centres in the year prior to beginning school, and was designed to map literacy and numeracy experiences of children in the home and in the early childhood centre. In this paper an analysis of the (...) cultural tools that families were intentionally developing in the context of their homes and communities is featured. A socio-historical analysis of the data revealed children’s active engagement in the funds of knowledge (Moll and Greenberg 1990, Moll, 1990, and Moll, 2000) available within the community, the situated nature of learning (Lave and Wenger, 1991) within their communities, and the challenge for families transcending the constraints of ‘everyday learning’ to engage with ‘schooled learning’ (Hedegaard, 1998). The study also revealed the institutional barriers to learning the landscape of schooling (Greeno, 1991) and the deficit positioning evident for children and their families within the official script of middle class early childhood discourse (Fleer, 2003). (shrink)

The subject of this article is the conceptual core of early Soviet cultural policy in the field of nation-building, as indicated by the well-known Stalinist formulation “socialist in content, national in form.” In addition to being well recognizable, there are several reason to address this phrase: 1) an interest in the Soviet regime’s language of self-description, which not only “conceals” real social practices from us, but also gives us access to them; 2) the opportunity to extend its descriptive power (...) not only to the culture of socialist realism but also to the nature of production in the multinational socialist space; and 3) the formulation is not as vague and empty as it may seem, despite the manipulativeness so characteristic of the language of ideology that allows one to avoid any meaningful definition through multi-stage rhetorical moves.This article describes both the logical-rhetorical effects produced by the phrase and the sociocultural problems it was attempting to respond to. The main material for the present analysis is the work of Bolshevik leaders on the nationalities question and on issues of cultural construction. Its theoretical framework is contemporary research focused on the specific features of the Soviet multinational political project. (shrink)

An enduring question in the cultural study of psychological experience concerns how emotion may play a role in shaping moral aspects of children’s lives as they are mentored into socially preferred ways of understanding and responding to the world at hand. This article brings together approaches from psychological and linguistic anthropology to explore how cultural schemas of normativity are communicated, embodied, and enacted as children participate in day-to-day family activities and routines. Illustrative examples emanate from a videotaped corpus (...) of naturalistic interactional data that document the daily lives of 32 ethnically diverse U.S. middle-class families who reside in the Los Angeles, California metropolitan region. The article employs discourse and narrative analysis to examine how children are apprenticed into perceiving, appraising, and reacting to the emotions of self and others as culturally shaped indicators for proper comportment. Data analysis emphasizes how implicit components of caregivers’ interactions with children (i.e., gesture, gaze, facial expression) intertwine with explicit, verbal communication to constitute intricately layered affective messages that shape the evaluative frames through which children interpret, display, and respond to emotions. The article identifies two culturally salient childrearing practices, “pep talks” and “time outs,” that apprentice children into moral accountable relationships with others by encouraging them to manage their emotions in culturally preferred ways. Study findings suggest that parental communications conveying praise and approval—or conversely indexing disapproval—towards children are emotionally resonant motivational practices in this cultural milieu as children are mentored into culturally meaningful emotional management techniques. The article highlights how children actively employ semiotic socio-communicative resources and it closely traces their sense-making processes in tandem with their discursive contributions to the moment-by-moment interaction. It argues that emotion, morality, and interpersonal relations are critical in shaping children’s acquisition of consensually validated ways of perceiving, feeling, and responding to the phenomena they encounter in their day-to-day lives. This perspective aims towards contextualized understandings that render plausible connections between local contexts of everyday action and broader macro-level discourses and master narratives, such as those associated with a neo-liberal emphasis on cultivating citizens who learn to regulate their emotions on behalf of self and others. (shrink)

We would like to open some questions here about the institutional and cultural conditions of anything that might be called cultural studies or multiculturalism. By introducing cultural studies and multiculturalism many intellectuals aim at a more democratic culture. We share this aim. In this essay, however, we would like to argue that the projects of cultural studies and multiculturalism require: a more international model of cultural studies than the dominant Anglo-American versions; renewed attention to the (...) institutional environments of cultural studies; and a questioning of the relations between multiculturalism and identity politics. We seek less to “fix” these problems than to provide a critical analysis of the languages, the methods of criticism, and the assumptions about identity, culture, and politics that present the problems to us. Because the thickets entangling what our group calls cultural studies are so deeply rooted in Western academia, which to a large degree constitutes our own group, the counterexample of cultural criticism in other contexts can be more than usually instructive. We begin by considering the position of cultural studies in China, since our group includes a number of Chinese intellectuals, on whose experience the following section is largely based. The Chicago Cultural Studies Group began meeting in June 1990. It includes Lauren Berlant, David Bunn, Vinay Dharwadker, Norma Field, Dilip Gaonkar, Marilyn Ivy, Benjamin Lee, Leo Ou-fan Lee, Xinmin Liu, Mathew Roberts, Sharon Stephens, Katie Trumpener, Greg Urban, Michael Warner, Jianyang Zha, and Jueliang Zhou. (shrink)

This study investigates how talent cultivation contributes to creating world-class universities in China from the perspectives of characteristics, problems, and choices. A policy discourse perspective is applied to examine the overall landscape of policy formulation and implementation, relatively. It explores the policy discourse analysis of talent cultivation and indicates that the task of talent cultivation is to train student to undertake the great task of national rejuvenation; the goal of talent cultivation is to guide students to grow and (...) become talents; the mission of talent cultivation is to spread advanced culture and core values; the object of talent cultivation is to strengthen undergraduate and graduate education development; the theme of talent cultivation is to enhance innovation and entrepreneurship development. In addition, this study also points out that the assimilation of the objectives of talent training and regional imbalance of talent training are considered as two problems of implementing talent cultivation strategies. This study also suggests that we might reasonably adjust the hierarchical structure of students and control the scale of the school; create the characteristics of first-class talent training and promote the personalized development of talents and reasonably allocate higher education resources to promote the balanced distribution of talents. (shrink)

Cultural concerns about race, class and beauty often intersect with mass-mediated depictions of the female body. Drawing on Foucault's theories about disciplining the public body, this article examines the changing public perception of Anna Nicole Smith from an ideal beauty to a white trash stereotype. This analysis argues that Smith's very public weight gains, her outrageous behaviour and her legal battle for her late husband's fortune is presented in the media as an example of inappropriate conduct for (...) a white beauty ideal and thus is repositioned as white trash culture. Central to this repositioning is the constant tabloid depiction of Smith as an ‘out of control’ grotesque. This article argues that contrary to the optimistic understanding of female grotesques as effective agents of cultural criticism and social change, Smith represents the female grotesque as an agent of cultural control that instructs middle-class women on how to avoid committing classed, racial and gendered transgressions. The article concludes that the case of Anna Nicole Smith functions as a cautionary tale that reinforces cultural standards of normalization. (shrink)

This article addresses keep-fit culture not as a collection of commercial images or as the product of broader cultural values, but as a set of situated body practices, that is practices taking place within specific institutions where these images and values are reinterpreted in locally prescribed ways and, to some extent, filtered. Relying on fieldwork, fitness gyms are revealed to be experienced as places with their own rules, pleasures and identity games. The ideal of the fit body is shown (...) to be filtered from its wider, typically gender- and class-specific charges, transformed into a pure instrument of training, a machine which does not bear resemblance to the organic body of the changing rooms, an objectified utility which is beyond any social role specification. Social roles and their body requirements are both important for individual clients' structural chances to join the gym and locally neutralized or reduced to tension-release mechanisms. Similarly, the cultural ideals of a fit and toned body contribute to the legitimation of the gym; yet the actual capacity to train is less the result of the direct grip of culture, than the outcome of clients' adjustment to playing a particular game of involvement with and detachment from the mechanistic and abstract exercise body. Body definitions are not simply imposed on clients, but continuously negotiated and transformed. (shrink)

Creative Class, Creative Economy, and the Wisdom Society as a Solution to their Controversy The paper briefly introduces the notion of creativity, linking the concepts of creative class and the related creative economy that are considered by Florida and his followers as the driving force of the current social and economic development. The concept of creative economy and its quantification in form of the Creative Class Index 3T or the Euro-Creativity Index were submitted to strong critique.The critics (...) overturn some key issues of the concept of creative class with an indication that the creative people give priority in choosing the work from the place; and there is no or almost nil correlation of a perceptual representation of the persons of homosexual orientation and the high-tech growth which confirms the opinion that the assertion about higher creativity of homosexual persons is a myth only. The purpose of the article is the examination of propriety of the concept of creative class and its quantification at one hand, and the rightfulness of their critique at the other. The analysis of the axiology of the concept of creative class is the method of examination. From point of view of axiology probably the most significant characteristic of the creative class is its accompanying destruction of thee social capital of creative people and it substitution of the creative capital. The rise of creative class takes place in parallel with the implosion of values at which basis our Jewish-Christian civilization is established. To this Florida expresses rather vague attitude by a statement that all socio-cultural changes that accompany the rise of the creative class will have no favorable impact on society.Florida labeled creativity as a basic human law, furthermore, he announced the need for a new live style in which the quality of life will increase and people become better men. The concept of creativity as an instrument of urban planning evolved into a left-liberal ideology with elements of social engineering that is the most important finding of the axiological analysis. The second finding is the need to accept the meaning of creativity. By implication of the two findings there arises a proposal for wisdom as a new driving force of social and economic development. The conclusion is the contribution is a requirement for formulation of the concept of wisdom society that is currently likely absent in the academic world, and the statement that if the West will not create the wisdom society, it will lose the raison d'être of its existence. (shrink)

Inspired by and responding to Avtar Brah's ‘The Scent of Memory’, this piece attempts to reinscribe race into an auto-ethnographic narrative where previously whiteness was unmarked. It explores the dynamics of gender, race and class through the author's personal history as a white English woman and class migrant, and through discussion of the broader political and historical context of that trajectory. The discussion includes analysis of the impact of British Conservative politician Enoch Powell's infamous ‘rivers of blood’ (...) speech in 1968 on the author's white English working-class culture of origin in Wolverhampton, where Powell was a Member of Parliament. The article considers the speech's continuing ramifications in the twenty-first century and in more middle-class contexts, as evidenced by the recent evocation of the speech by historian David Starkey in discussion of the ‘riots’ of August 2011 in British cities. The personal history is reconstructed through a series of memory scenes that trace and retrace the author's experience and understanding of race and its intersections with class and gender; this is attempted in full cognisance of the constructed nature of memory, and of the performance of identity that autobiography entails. The piece draws on the work of the class migrant white French writer Annie Ernaux, with whom the author has been in dialogue since 1997. (shrink)

This article considers the grounds on which distinctions are drawn between the identities of gender, sexuality, `race' and class and explores the implications of these distinctions in relation to different kinds of identity politics and, in particular, to the politics implied by Judith Butler's theory of performativity. I argue that what is often taken to be the key site of much queer theory and activism - that is, the reappropriation of signifiers of difference - is problematic in the light (...) of a close analysis of subjectivities which are informed by `race', gender and class. More specifically, it may be that struggles which are frequently linked to issues of visibility are problematic in the context of subjectivities - class subjectivities - that are both enabled and constrained by a particular, and a particularly uneasy, relation to recognition and representation. (shrink)

This article displaces the terrain upon which the question of power in modern societies has been framed by reference to the concept of hegemony. It presents a genealogy of power which pays attention to what has been at stake in the shifts in the effectivity of the concept of hegemony for cultural theory from the 1960s, correlating the mutations in the analyses of power to shifts in the analysis of the relations of culture, politics and the economy. Questions (...) of the relation of internality or externality of power with regard to the governed, and issues of counter-conducts and 'counter-hegemonic' struggles will guide the development of this genealogy. The article brings to bear on the issues the point of view of hybrid forms of sovereignty, such as imperial governmentality and implications relating to the emergence of biopolitics in the 19th century. It is argued that the situation today regarding global governance and new forms of rule compels us to re-examine the problem of consent and consensus by turning to the apparatuses for constituting hybrid publics that work through biomedia and new strategies of securitization and insecuritization. (shrink)

This paper argues that race and class inequalities cannot be fully understood in isolation: their intersectional quality is explored through an analysis of how the White working class were portrayed in popular and political discourse during late 2008 (the timing is highly significant). While global capitalism reeled on the edge of financial melt-down, the essential values of neo-liberalism were reasserted as natural, moral and efficient through two apparently contrasting discourses. First, a victim discourse presented White working people, (...) and their children in particular, as suffering educationally because of minoritised racial groups and their advocates. Second a discourse of degeneracy presented an immoral and barbaric underclass as a threat to social and economic order. Applying the 'interest-convergence principle', from Critical Race Theory, the discourses amount to a strategic mobilisation of White interests where the 'White, but not quite' status of the working class (Allen, 2009) provides a buffer zone at a time of economic and cultural crisis which secures societal White supremacy and provides a further setback to progressive reforms that focus on race, gender and disability equality. The existence of poor Whites, therefore, is not only consistent with a regime of White supremacy — they are actually an essential part of the processes that sustain it. (shrink)

Literary Analysis: The Basics is an insightful introduction to analysing a wide range of literary forms. Providing a clear outline of the methodologies employed in twenty-first century literary analysis, it introduces readers to the genres, canons, terms, issues, critical approaches, and contexts that affect the analysis of any text. It addresses such questions as: What counts as literature? Is analysis a dissection? How do gender, race, class and culture affect the meaning of a text? Why (...) is the social and historical context of a text important? Can digital media be analysed in the same way as a poem? With examples from ancient myths to young adult fiction, a glossary of key terms, and suggestions for further reading, "Literary Analysis: The Basics "is essential reading for anyone wishing to improve their analytical reading skills. (shrink)

The ability of agents to “culturally code-switch”, that is, switch between comprehensive, distinct, and potentially conflicting value systems has become a topic of interest to scholars examining the achievement gap because it appears to be a way for low-income minorities to remain authentically engaged with the values of their communities, while taking advantage of opportunities for further education and higher incomes available to those that participate in the middle-class. We have made some progress towards understanding code-switching in sociology, psychology, (...) and education, but the ethical and normative dimensions of the phenomenon have not been fully explored. In this paper, I take an initial step toward doing so by developing a moral psychological model of code-switching. On the basis of my analysis, I argue that code-switchers, if they are not to become ethically unmoored, must subsume code-switching under a comprehensive normative perspective from which they confront and resolve value conflicts. While my target in this paper is limited to code-switching as a means to bridge the achievement gap between disadvantaged minority students and white middle-class students in the United States, the analysis I offer can be extended to think about the moral psychology of biculturalism more generally. (shrink)

In the summer of 2016, the University of Dallas and the Instituto Tecnológico Autónomo de México organized a conference to discuss the topic of the middle class and its continued decline—recognizing that, despite some historical, political and cultural differences, healthy democracies throughout the hemisphere depend upon a strong and prosperous middle class. This volume brings together contributions by nine scholars from both institutions. The chapters reflect diverse disciplinary perspectives that are historical, political, economic, anthropological, and philosophical. Despite (...) this diversity, the volume possesses a conceptual unity that stems from its foundation in Aristotle’s approach to the middle class. On this basis, the topic is given a rigorous study that is both theoretical and data-driven. The chapters include treatments of Aristotle, Montesquieu, Adam Smith and Sir James Steuart, Catholic social teaching, the problem of inequality in the US, the definition and measurement of the middle class in Mexico, as well as its values and political attitudes, the rise of middle-class politics in early-twentieth-century Latin America, and a comparative analysis of healthcare for the middle class in North America. (shrink)

This is the thirty-first volume in Religion and Public Life, formerly This World, a series on religion and public affairs. This ongoing series seeks to provide a wide-ranging forum for differing views on religious and ethical considerations. The essays grouped together in Culture and Consumption discuss the phenomenon of consumption, an identifiable and pervasive feature of American culture that distinguishes it from other national cultures. The lead article provides an insight into the long-standing pattern of consumption that has been progressively (...) elevated into social policy in America. This is a balanced analysis of the history of the consumption cultural ethos beginning with the undermining of the Native American Culture and ending with Wilsonian Liberal-Internationalism and the demise of the moral authority of organized labor. This commercialization of culture has always competed with the funding vision of a dispassionate social order in which custom, deferential politics, and continuation of traditional hierarchal values would be the constitutional agenda. Another contributor argues that the emergence of the democratic-consumer state in America was anticipated in de Tocqueville's observation that "in democracies nothing has brighter luster than commercea." Other contributor essays treat issues such as the New Class and the consumer state; technology's triumph at the expense of the social and natural worlds; and argue against the materialist perspective in addiction. Culture and Consumption includes the following major contributions: "The Dialectic of Consumption: Materialism and Social Control" by David Brown; "Religion, Social Science and the Ironies of Parasitic Modernity" by Guy Alchon; The Dilemma of Hypermodernity" by Mark Wegierski; "Toward an Epistemology of Addiction" by Leonard Kaplan and Vince Rinella. Also included are book reviews by Martha Davis and Conrad Kanagy. In a concluding essay, Gabriel Ricci reviews Jerome Bruner's The Culture of Education. Culture and Consumption is part of an annual survey of religion and public life that provides relevant information and ideas about significant issues of the day. (shrink)

In this classic analysis of travel and sightseeing, author Dean MacCannell brings social scientific understandings to bear on tourism in the postindustrial age, during which the middle class has acquired leisure time for international travel. In _The Tourist_—now with a new introduction framing it as part of a broader contemporary social and cultural analysis—the author examines notions of authenticity, high and low culture, and the construction of social reality around tourism.

The International Institute for Applied Systems Analysis (IIASA) in Laxenburg, Austria, was founded during the period of détente in 1972 to bring scientists from East and West together to research shared problems and thus to build a “bridge” between the two opposed systems. The underlying image of knowledge at the institute was in stark contrast to the intellectual culture established in East Germany. Contributing to our understanding of the history of Cold War knowledge transfer, this essay reconstructs East Germany’s (...) ambivalent and complex role at IIASA. Even if participation was considered important for displaying East German science, the essay argues that East Germany’s contribution was caught up in the perception of the Western scholar as a class enemy. It illustrates this by examining the best-documented case: that of Harry Maier, a social scientist who spent two years at IIASA between 1978 and 1980 and then, in 1986, used a conference visit to escape from East Germany. (shrink)

ABSTRACT The article deals with the early career of the literary critic Alberto Asor Rosa, one of the founders of the operaismo movement, a Marxist tendency advocating the management of factories by workers through bottom-up councils. It outlines the role he assigned to literature and culture, investigating his criticism first against the non-revolutionary cultural politics of the Italian Communist Party, notoriously through his book Scrittori e popolo and his writings for the periodical classe operaia, then identifying a transition from (...) a destructive approach against any culture based on values to the use of cultural disciplines purely as techniques. The article posits that this instrumental understanding of culture depended on Asor Rosa’s political choice to take the perspective of the working class, in order to use culture itself for social analysis. In the second half of the decade, contributing to the periodicals Angelus novus and Contropiano, he still considered culture ineffective as a way towards revolution, but he began to value the great works of ʻbourgeois’ literature for their ability to penetrate the middle-class spirit and undermine capitalist society. The article concludes that, despite his changing idea of culture, Asor Rosa’s opinions on the intellectual’s task fit the traditional concept of it. (shrink)

The movement of cultural studies that has been a global phenomenon of great importance over the last decade was inaugurated by the University of Birmingham Centre for Contemporary Cultural Studies in 1963/64 led at the time by Richard Hoggart (1958) and Stuart Hall. During this period, the Centre developed a variety of critical approaches for the analysis, interpretation, and criticism of cultural artifacts. Through a set of internal debates, and responding to social struggles and movements of (...) the 1960s and the 1970s, the Birmingham group came to focus on the interplay of representations and ideologies of class, gender, race, ethnicity, and nationality in cultural texts, including media culture. They were among the first to study the effects of newspapers, radio, television, film, and other popular cultural forms on audiences. They also focused on how various audiences interpreted and used media culture in varied and different ways and contexts, analyzing the factors that made audiences respond in contrasting ways to media texts. (shrink)

This article analyzes the compatibility of the theory and practice of Marxism-Leninism and Orthodox Christianity in relation to the class division of society and class struggle. The significance of the study is due to the controversy (often acute) on this issue, which is directly related to the social structure. The article provides a historical and theological analysis of the topic under study on the basis of a critical study of the works of the founders of Marxism-Leninism, their (...) closest associates, historical documents on this issue, as well as historical and theological works. This article attempts to present a systematic analysis of the subject under study. It examines the relationship between the teachings of Orthodox Christianity and Marxism-Leninism about classes and class struggle, as well as their application in practice, and appeals to opponents. The novelty of the study lies in the fact that some documents are analyzed for the first time in connection with the issue under study. Also, in more detail and systematically, in relation to the available works, the analysis of the relationship between the teachings of Orthodox Christianity and Marxism-Leninism is carried out. The purpose of the work is to study historical documents, as well as historical and philosophical works on this topic. The article concludes that Marxism-Leninism is directly opposed to Christianity in the issue of attitude to the classes of society and the class struggle. In the course of historical development, the intensity of the class struggle changed, but not according to Marxism-Leninism, but depended on the state of morality, religiosity, the development of new trends in the social, scientific and technological development of mankind. A Christian understanding of the essence of the state can provide the basis for the national idea of Russia. (shrink)

The enduring significance of gender and how it intersects with class in the organization of parenting, domestic and professional work has been obscured in contemporary neoliberal contexts. This article examines how Greek academic women conceptualize and enact motherhood and the classed and gendered strategies they adopt to reconcile ‘good’ motherhood with notions of the ‘good’ academic professional. It draws on semi-structured interviews about the career narratives of 15 women in Greek medical schools in the aftermath of the Greek recession. (...) The analysis presented in this article is informed by a feminist post-structuralist paradigm and an emic approach to intersectionality. Motherhood emerged in the data as a dynamic concept, and a network of practices both constrained and enabled by gendered and classed family and work cultures. Drawing on a neoliberal ‘DIY’ and ‘having it all’ discourse, Greek mothers claimed that they could achieve almost anything professionally, if they organized their private lives sensibly. They drew on idealized discourses of motherhood, but they also contradicted these notions by doing non-traditional forms of motherhood, such as remote or transnational motherhood, afforded by their privileged social positioning and academic careers. Further research is required to investigate configurations of classed motherhood in less prestigious professions. (shrink)

In the contemporary context of increasing inequality and various forms of segregation, this volume analyzes the transition to neoliberal politics in Santiago de Chile. Using an innovative methodological approach that combines georeferenced data and multi-stage cluster analysis, Méndez and Gayo study the old and new mechanisms of social reproduction among the upper middle class. In so doing, they not only capture the interconnections between macro- and microsocial dimensions such as urban dynamics, schooling demands, cultural repertoires and socio-spatial (...) trajectories, but also offer a detailed account of elite formation, intergenerational accumulation, and economic, cultural, and social inheritance dynamics. (shrink)

A presence for decades in individuals’ everyday life practices and identity formation, the Walt Disney Company has more recently also become an influential element within the "big" curriculum of public and private spaces outside of yet in proximity to formal educational institutions. _Disney, Culture, and Curriculum_ explores the myriad ways that Disney’s curricula and pedagogies manifest in public consciousness, cultural discourses, and the education system. Examining Disney’s historical development and contemporary manifestations, this book critiques and deconstructs its products and (...) perspectives while providing insight into Disney’s operations within popular culture and everyday life in the United States and beyond. The contributors engage with Disney’s curricula and pedagogies in a variety of ways, through critical analysis of Disney films, theme parks, and planned communities, how Disney has been taught and resisted both in and beyond schools, ways in which fans and consumers develop and negotiate their identities with their engagement with Disney, and how race, class, gender, sexuality, and consumerism are constructed through Disney content. Incisive, comprehensive, and highly interdisciplinary, _Disney, Culture, and Curriculum_ extends the discussion of popular culture as curriculum and pedagogy into new avenues by focusing on the affective and ontological aspects of identity development as well as the commodification of social and cultural identities, experiences, and subjectivities. (shrink)

© The Author. Published by Oxford University Press on behalf of the Oxford Centre for Islamic Studies. All rights reserved. For Permissions, please email: [email protected] Ahmed’s Writing British Muslims: Religion, Class and Multiculturalism is a work of both literary criticism and sociological analysis which ‘combines detailed readings of texts’ with a ‘sustained engagement with their social context’. This is a difficult balance to maintain, however, and as the book proceeds, the author seems to be less concerned to use (...) her detailed knowledge of Muslim society and culture in Britain to enrich the readers’ understanding of the texts under consideration, and more concerned to use the texts to shed light on debates surrounding multiculturalism and the challenges and opportunities facing British Muslims today. Though she restricts her attention to a few select texts published within the last 30 years by British writers of South Asian Muslim heritage,... (shrink)

Before any attempt is made to solve the problem with which this paper deals, it is necessary to convince the reader that the problem exists. Much is written and said to-day about class distinctions, both by those who announce with satisfaction their growing disappearance, and by those who half guiltily admit their existence, but it never seems to occur to such writers that the nature of these distinctions is itself something of a mystery. We take it for granted as (...) one of the most obvious and commonplace facts of daily life. It seems hardly likely that the examination of a thing so ubiquitous and immemorial will yield anything new. My object will be to maintain that this attitude is mistaken, and that the idea of “class” is not really self-explanatory, but deserves a closer analysis than it usually gets. And if this proves to be the case, it must be admitted that the subject is of importance. Many political and social problems are deeply involved in the fact of class distinctions. Many who believe in a possible regeneration of human society would gladly surrender much to secure a world where poverty should be no more, yet hesitate before the prospect of a loss, through diffusion, of cultural values which they feel to be infinitely precious, and which give to the existing order a greater claim to permanence than it would otherwise possess. We most of us hardly know our own minds in this matter. We yield social distinctions their place, but we do so shamefacedly, as though confessing to a mere unjustified conservatism. (shrink)

Jungian psychology has taken a noticeable political turn in the recent years, and analysts and academics whose work draws on Jung’s ideas have made internationally recognised contributions in many humanitarian, communal and political contexts. This book brings together a multidisciplinary and international selection of contributors, all of whom have track records as activists, to discuss some of the most compelling issues in contemporary politics. Analysis and Activism is presented in six parts: Section One_, Interventions_, includes discussion of_ _what working (...) outside the consulting room means, and descriptions of work with displaced children in Colombia_, _projects for migrants in Italy and of an analyst’s engagement in the struggles of indigenous Australians. Section Two, _Equalities and Inequalities_, tackles topics ranging from the collapse of care systems in the UK to working with victims of torture. Section Three,_ Politics and Modernity_, looks at the struggles of native people in Guatemala and Canada and oral history interviews with members of the Chinese/Vietnamese diaspora. Section Four,_ Culture and Identity_, studies issues of race and class in Brazil, feminism and the gendered imagination, and the introduction of Obamacare in the USA. Section Five,_ Cultural Phantoms_, examines the continuing trauma of the Cultural Revolution in China, Jung’s relationship with Jews and Judaism, and German-Jewish dynamics. Finally, Section Six,_ Nature: Truth and Reconciliation_, looks at our broken connection to nature, town and country planning, and relief work after the 2011 earthquake in Japan. There remains throughout the book an acknowledgement that the project of thinking forward the political in Jungian psychology can be problematic, given Jung’s own questionable political history. What emerges is a radical and progressive Jungian approach to politics informed by the spirit of the times as well as by the spirit of the depths. This cutting-edge collection will be essential reading for Jungian and post-Jungian academics and analysts, psychotherapists, counsellors and psychologists, and academics and students of politics, sociology, psychosocial studies and cultural studies. (shrink)

This essay discusses Jorge Portilla’s phenomenological analysis of values and freedom in his essay, “The Phenomenology of Relajo.” Portilla argues that genuine freedom requires seriousness and sincerity; it requires wholehearted participation in cultural practices that one finds truly valuable. To support his argument, Portilla examines the ways that values and freedom are undermined when cultural practices are disrupted and break down as a result of the antics of the so-called "relajiento," a kind of “class clown” figure (...) in Mexican culture who refuses to take anything seriously. Carlos Sánchez has criticized Portilla's rejection of the relajiento, suggesting that the relajiento’s disruptive behavior may be a liberatory act of defiance against the legacy of colonialism. I argue, however, that Portilla was right to see the relajiento’s behavior as counterproductive in the fight for liberation from oppression. (shrink)

The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening of primary (...) and secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole. (shrink)

Both the music and subculture of punk historically arose from disaffected working-class youth. This socio-economic starting point was absolutely crucial for making punk what it is. However, along with this standpoint came various levels of class consciousness that we can see evidence of in the lyrics and in various practices of people within the scene itself. I divide this consciousness into 3 specific levels of structural understanding and agency. Inspired by Georg Lukacs' analysis of class consciousness (...) and Antonio Gramsci's theory of hegemony, I demonstrate how punk as a subculture and musical art form is a notable demonstration of "proletarian culture". But just as the revolutionary potential of the proletariat hinges on a unified ideology and consolidated and consistent praxis, so too does the revolutionary potential of punk. [This text was written for a non-academic, general audience] . (shrink)

The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening of primary (...) and secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole. (shrink)

V.K.: Vladislav Aleksandrovich, you have come a long way in your scientific career: from a student of the class of 1955 in the Philosophy Faculty of Moscow State University to a corresponding member of the Russian Academy of Sciences, head of the sector of the theory of knowledge and head of the division of epistemology and logic at the Institute of Philosophy of the RAS, and editor in chief of our country's leading philosophy journal Voprosy filosofii. Your field of (...) research is the theory of knowledge and the philosophy of science or, to be more specific, the cultural-historical analysis of knowledge from the point of view of the activity approach. As far as I know, the psychological aspect of the activity approach to the study of consciousness and knowledge was developed by the psychologists Lev Semenovich Vygotsky, his student Aleksei Nikolaevich Leontiev, Aleksandr Romanovich Luria, and Petr Iakovlevich Galperin. Leontiev, Luria, and Galperin were professors at the Philosophy Faculty of MGU at the time you were studying there. Tell me, did you develop your scientific interests under the influence of the Moscow school of cultural-historical psychology? (shrink)

This article explores some of the classed dynamics of doing digital feminist activism. Based on 30 qualitative in-depth interviews with feminist activists, who are based in Germany and the UK, the article examines the ways in which class background and class inequalities shape feminists’ experiences of being politically active on Instagram. Taking Instagram’s visual focus as a starting point for analysis, the article demonstrates the know-how and editorial skills required to produce visually appealing content. Access to this (...) form of expertise is not equally available, however, and class background affects —though does not determine— who feels confident and at ease in producing visually engaging content. Shifting to a different set of knowledges, the second part of the article homes in on a widely shared sense amongst the activists that they had to know and say the “right” things when taking part in activism online. Self-education was deemed an important feature of doing digital feminist activism, and this article critically explores the classed, but also racialised politics of digital “learning cultures”, and the ways in which the apparent requirement “to know” may have exclusionary effects. (shrink)

Francis Mulhern’s Figures of Catastrophe argues for the existence of a hitherto-unnoticed generic form: the condition of culture novel, which offers a metacultural reflection on the conditions for the existence of culture and for access to culture. Mulhern’s analysis is located within the framework of Marxist reflections on culture, the history of British cultural Marxism, and Mulhern’s own project of the critique and analysis of ‘metaculture’ in Britain. In particular, this review focuses on Mulhern’s contention that the (...) ‘condition of culture novel’ offers a catastrophic or even nihilistic vision of the access to culture by the working class. Mulhern’s argument is that the ‘condition of culture’ novel accompanies the emergence, solidification and collapse of the British culture of ‘labourism’. This review explores the consequences of this argument for the assessment of ‘culture’ and the future of the novel as a site of reflection on the condition of culture. (shrink)

Many authors argue that middle-class lesbians present themselves as butch or fem less than working-class lesbians and that butch and fem were discouraged by 1970s feminist stigma but are reemerging in postfeminist decades. By analyzing “women seeking women” personal ads, this study provides a longitudinal, quantitative analysis of the validity of these assumptions. The results suggest that middle-class lesbians were less likely to present themselves as butch or fem than working-class lesbians but no less likely (...) to be seeking a butch or fem partner. Also, butch and fem were found to be much more prevalent in the 1990s than in the 1970s or 1980s. Generational cohorts of lesbians based on feminist political ideologies about butch and fem were not found. Prevailing cultural norms within lesbian communities appear to affect all lesbians in an era. (shrink)

The “Fourth International Conference on the Comparative, Historical and Critical Analysis of Bureaucracy” was held in Vancouver, B.C., September 2-6,1985. Focusing on the relations between “Bureaucracy and Culture,” the conference program promised to have sections on intellectuals, the labor movement, prisons, mass culture, the new class, state terrorism, etc. As is usually the case in even the best organized conferences, however, most speakers paid only lip service to their assigned theme and chose to discuss instead whatever they happened (...) to be working on. The predictable result, of course, was that when these various Leibnizian monads were forced by the collective discussion to focus on the issues at hand, they simply fell back on recycling well-worn political stances to confront specific questions with automatic easy answers. (shrink)

Partly in response to fundamental changes which have occurred in the social relations of actually existing capitalism, and to the concomitant political upheavals, partly as a result of the related debates and transformations in social and cultural theory, several social historians of the 1970s and 1980s began to rethink their ideas about class. Having previously made a powerful contribution to the history of working-class formation, the historians in question began to advocate the necessity of a decisive break (...) with Marxist and other materialist sociologies, by way of a turn to various forms of cultural and linguistic analysis (“the discursive approach to history”). By the end of the 1990s, forms of consensus had coalesced around this so-called cultural turn, stressing the complex and contingent relationship between a society’s forms of collective agency and identification (such as “class”) and its structural circumstances and characteristics (such as the organization of work and the distribution of inequality). During the first two-thirds of the 20th century, distinctive political traditions of the Left had developed around the given processes of capital development and their associated social histories, acquiring strong and long-lasting shape after 1945. Since the 1970s however, as capitalist restructuring under neoliberal auspices inexorably remade the social worlds of class, those earlier patterns of politics also ceased to work. In the light of the fundamentally different patterns of working-class formation, the terms of Left political practice consequently need to be radically rethought. (shrink)

This study investigated various manifestations of gravestone inscriptions to find different types of moves in the formation of such inscriptions in two Iranian social classes. The sample of the study included forty epitaphs in two shrines in the north and west of Tehran. Each epitaph was then photographed for analysis. Swales’ genre move model was used to analyze the data. The moves involved word choice, content, graphics, socio-cultural values, and written communicative practices. Considering socio-cultural factors characterizing the (...) social classes, the results revealed four moves in the epitaphs in the Shrine located in north of Tehran, and eight moves in the Shrine located in west of Tehran. Out of the total of eight moves observed, three were different in the two classes. Comparing these patterns of moves and their frequencies, various emotional, structural, lexical, gender-specific, and age-specific differences were observed. (shrink)

The article draws attention to the exceptional importance of the concept of culture in the development of early Soviet models of governance. It proposes an analysis of party cadres’ conceptualization of culture that provided the basis for the creation of the state monopoly on cultural production of the young Soviet regime in the early 1920s. Particular attention is given to Lenin’s differentiation between “bureaucratic” and “cultural” motivations to labour that, after the October Revolution of 1917, allowed to (...) substantiate the shift in the point of view on socialism from a political to a cultural one. The building of the new Soviet statehood required a moderate depoliticization, the renunciation of the radical revolutionary rhetoric of class struggle in internal policy and the reinterpretation of class, social and cultural contradictions. Attention is drawn to the importance of cultural debates for the creation of the unique Soviet mechanism of governance that separated the principal ideological role of the party from the operative administration of the state machinery. At the centre of the analysis there will be no “theories” of culture or doctrinal diversity of Marxist-Leninist approaches but there will be the modes of culture’s problematization within the sphere that was defined by Michel Foucault as gouvernementalité. A group of specific texts is analyzed, in which governmental rationality and problematization of cultural policy were directly presented. This refers to verbatim reports and party congresses’ materials. (shrink)