Culture and Identity

visage CH 14 (M1203). qxpJohn Q7 26/3/08 1047 page 29 CHAPTER 2 nuance and personal identity element BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 page 30 ContentsKey issues The meaning and importance of cultivation Dominant destination Sub refinement crime syndicate tillage High coating Mass, prevalent or low farming The changing distinction between high shade and skunk glossiness Global close The concept of identity Different types of identity The cordialisation process Primary enculturation Secondary affableization favorableization and the hearty bodily structure of self and identity Theoretical approaches to the role of socialization in the formation of finis and identity Structural approaches Social action approaches A third flair structuration Social class and identity Social class Life chances Objective and subjective dimensions of class Social class cultures Is social class of declining importance in forming identities? The continuing importance of s ocial class grammatical intimate activity and identity Sex and gender Gender and biology The signi? cance of gender as a source of identity Gender stereotypes and hegemonic gender identities in Britain The social construction of hegemonic gender identities through socialization Changing gender identities 31 31 31 32 32 32 33 35 36 Is in that respect a crisis of masculinity? Is gender still an important source of identity? 4 74 38 41 43 44 44 46 46 47 47 50 50 51 51 52 53 59 60 61 61 62 63 63 65 70 Sexuality and identity Gender, sexuality and normal sex Changing sexual identities Stigmatized or spoiled sexual identities Gay and lesbian identities A note of caution Ethnicity and identity What is meant by an pagan identity? Diaspora and worldwideization Changing ethnic identities new ethnicities and hybrid ethnic identities Ethnicity as ohmic resistance Ethnic identities in Britain Nationality and identity What is nationality? Nationality as a source of identity What is meant by a British identity? Globalization and declining national identities A British identity crisis? check and identity The social construction of disability Disability, socialization and stereotyping Disability as a master identity Disability a stigmatized or spoiled identity an identity of exclusion days and identity The social construction of age Age groups and identity Leisure, consumption and identity Post moderneism and identity The creation of identity in a media-saturated society How lots free choice is in that location in choosing identities and bread and butterstyle? Conclusion on leisure, consumption and identity Chapter compact Key legal injury Exam question 76 76 76 77 77 78 79 79 80 81 82 82 87 87 88 88 91 92 93 93 94 95 95 96 96 97 100 100 101 103 109 110 111 112 BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 31 CHAPTER 2 Culture and Identity K EY I SS U ES ? ? ? ? ? ? ? ? ? ? ? ? The meaning and importance of culture The concept of identity The socialization proce ss Socialization and the social construction of self and identity Theoretical approaches to the role of socialization in the formation of culture and identity Social class and identity Gender and identity Sexuality and identity Ethnicity and identity Nationality and identity Disability and identity Age and identity Leisure, consumption and identity The meaning and importance of culture The term culture refers to the language, beliefs, values and norms, customs, dress, diet, roles, k without delayledge and skills, and each(prenominal) the other things that people learn that make up the counselling of life of any society. Culture is passed on from iodin generation to the next through the process of socialization. Although there ar legion(p reddishicate) aspects of everyday life which ar shared by most members of society, there are di? erent conceptions and de? nitions of culture within this general approach. These are discussed below.The prevailing culture of a society refers to the principal(prenominal) culture in a society, which is shared, or at least accepted without opposition, by the major(ip)ity of people. Dominant culture The dominant culture of a society refers to the main(prenominal) culture in a society, which is shared, or at least accepted without opposition, by the majority of 31 BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 32 32 Culture and Identity people. For example, it strength be argued that the main features of British culture include it being white, patriarchal and unequal, with those who are white and male having things they conceive as worthwhile rated as more than important than those who are female or from a minority ethnic group.Similarly, those who are rich and powerful (who are mainly also white and male) are in a position to oblige their views of what is valuable and worthwhile in a culture regarded as more important, and minded(p) higher status, than those of others. Subculture When societies are very sm each (prenominal), such as small villages in traditional societies, then all people whitethorn share a common culture or way of life. However, as societies get under ones skin grownr and more complicated, a number of smaller groups may emerge within the larger society, with rough di? erences in their beliefs and way of life. Each group having these di? erences is referred to as a subculture. Folk culture Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of familiar people.It is bona fide rather than manufactured, as it is actively created by ordinary people themselves. Examples include traditional common people music, folk songs, storytelling and folk dances which are passed on from one generation to the next by socialization and often by direct experience. Folk culture is generally associated with pre-industrial or early industrial societies, though it still lingers on today among enthusiasts in the f orm of folk music and folk clubs, and the Morris dancing which features in numerous homespun events. A subculture is a smaller culture held by a group of people within the main culture of a society, in some ways polar from the main culture but with many aspects in common.Examples of subcultures include those of some young people, gypsies and travellers, gay people, different social classes and minority ethnic groups. Folk culture is the culture created by local communities and is rooted in the experiences, customs and beliefs of the everyday life of ordinary people. High culture High culture is generally conform ton as being superior to other forms of culture, and refers to aspects of culture that are seen as of lasting contrivanceistic or literary value, aimed at small, intellectual elites, predominantly upper crust and middleclass groups, interested in new ideas, critical discussion and analysis and who take in what some might regard as good taste.High culture is seen as som ething set ap nontextual matter from everyday life, something special to be treated with respect and reverence, involving things of lasting value and fail of a heritage which is worth preserving. High culture products are often found in special places, like maneuver galleries, museums, concert halls and theatres. Examples of high culture products include serious news programmes and documentaries, classical music like that of Mozart or High culture refers to heathen products seen to be of lasting workmanic or literary value, which are particularly admired and approved of by elites and the upper middle class. An elite is a small group holding great power and let in society. BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 33Culture and Identity Morris dancing is an example of traditional folk culture 33 Mass culture, sometimes called hot culture or low culture, refers to cultural products produced for sale to the set of ordinary people. These involve clutchproduced, standar dized, short-lived products of no lasting value, which are seen to demand little critical thought, analysis or discussion. Beethoven, the theatre, opera, jazz, foreign language or specialist art ? lms, and what has become established literature, such as the work of Charles Dickens, Jane Austen or Shakespeare, and visual art like that of Monet, Gauguin, Picasso or new wave Gogh. Mass, eruptular or low cultureMass culture, sometimes called popular culture or low culture, is generally contrasted with high culture. This refers to everyday culture simple, BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 34 34 Culture and Identity Video games are an example of popular culture undemanding, easy-to-understand entertainment, rather than something set apart and special. Mass culture is seen by many as inferior to high culture. Such aspects of culture are a product of industrial societies. They are aimed at the mass of ordinary people, but lack roots in their daily experiences as in folk culture, and are manufactured by businesses for pro? t rather than created by the society itself re? ecting its own experiences of daily life.Popular culture involves mass-produced, standardized and short-lived products, sometimes of trivial content and seen by some as of no lasting artistic value, largely concerned with making money for large corporations, especially the mass media. Popular culture might include mass circulation magazines, extensive coverage of celebrities, red top tabloid newspapers like the Sun or the Mirror, television soaps and reality TV shows, dramas and thrillers, rock and pop music, video games, blockbuster feature ? lms for the mass market, and thrillers bought for reading on the beach. Such culture is largely seen as passive and unchallenging, often fairly mindless entertainment, aimed at the largest number of people possible. somewhat Marxists argue that mass culture maintains the ideological hegemony (or the dominance of a set of ideas) and the power of the dominant social class in society. This is because the consumers of mass culture are lulled into an uncritical, undemanding passivity, making them less likely to challenge the dominant ideas, groups and interests in society. BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 35 Culture and Identity 35 The changing distinction between high culture and mass culture Some instantaneously argue that the distinction between high culture and mass culture is weakening. Postmodernist writers, in particular, argue that mass markets and consumption at present make the distinction between high and popular culture meaningless.There has been a huge expansion of the creative and cultural industries, such as advertising, television, ? lm, music, and book and magazine publishing. This room there is now a huge range of media and cultural products open to all. Technology in industrial societies, such as mass communication technology like the internet, music mintloads, cable, satellite and digital television, ? lm and radio, printing for both mass production and personal use in the home, the international reach of modern mass media technology, the mass production of goods on a world scale and easier international transportation, make all forms of culture freely available to everyone.Such technology enables original music and art and other cultural products to be consumed by the mass of people in their own homes without visiting specialized institutions like theatres or art galleries. High culture is no longer simply the preserve of cultural elites. People now have a wider diversity of cultural choices and products available to them than ever before in history, and can pick and cockle from either popular or high culture. High culture art galleries, like Tate Modern in London, are now attracting very large numbers of visitors, from very diverse backgrounds. Live opera is now available to the masses, through popular ? gures like the OperaBabes, or concerts in the park. Strinati (1995) argues that elements of high culture have now become a part of popular culture, and elements of popular culture have been incorporated into high culture, and that there is therefore no longer any real distinction between high and popular culture, and it is ever more di? cult for any one set of ideas of what is worthwhile culture to dominate in society. For example, artist Andy Warhol painted thirty pictures of Leonardo da Vincis Mona Lisa in di? erent colours, arguing that thirty was better than one, turning high culture art into popular culture. Although Warhols work has been marketed to millions through post railroad cards and posters, at the uniform time it is widely admired by the supporters of high culture.In 2007 there was some controversy in Britain when the capital of Seychelles and Albert Museum in London, generally seen as an institution of high culture, held Kylie The Exhibition an exhibition of costumes, album covers, accessories, photos and videos from the flight of the then 38-year-old pop singer Kylie Minogue. This drew widespread accusations from critics that high culture was being dumbed down. High culture art forms are themselves increasingly being turned into products for sale in the mass market for consumption by the mass of BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 36 36 Culture and Identity ordinary people, and there is no longer anything special virtually art, as it is incorporated into daily life. Technology now means mass audiences can see and study high culture products, such as paintings by artists like Van Gogh, on the internet or TV, and have their own framed print hanging on their sitting-room wall.The originals may still only be on show in art galleries and museums, but copies are available to everyone. High culture art like the Mona Lisa or Van Goghs Sun? owers are now reproduced on everything from socks and t-shirts to chocolates and can lids, mugs, mouse mats, tablemats, jigsaws and posters. (Visi t or for some bizarre images and uses of the Mona Lisa. ) Classical music is utilize as a marketing tune by advertisers, and literature is turned into TV series and major mass movies, such as Jane Austens Pride and Prejudice. Global culture Global culture refers to the way globalisation has undermined national and local cultures, with cultural products and ways of life in di? erent countries of the world becoming more alike.The homogeneous cultural and consumer products are now sold crosswise the world, inspired by media advertising and a shared mass culture spread through a media-generated culture industry, and they have become part of the ways of life of many di? erent societies. For example, television companies sell their programmes and programme formats like Big Brother and Who Wants to be a Millionaire? globally. Companies like McDonalds, Coca Cola, Vodaphone, Starbucks, Nescafe, Sony and Nike are now symbols that are recognized across the world, along with the consumer lif estyles and culture associated with them. As Ritzer (2004) shows, using the example of the American food industry, companies and brands now pop off on a global scale.For example, McDonalds is a worldwide business, with 26,500 restaurants in more than 119 countries (in 2007), Pizza Hut and Kentucky Fried Chicken operate in 100 countries, and Subway in 72 countries, with Starbucks growing at a colossal speed. It is now possible to buy an identical food product practically anywhere in the world, promoting a global culture and also weakening local cultures, as local food outlets close in the confront of competition and local diets change. Combined with global marketing of ? lms, music, computer games, food and clothes, football and other consumer products, these have made cultures across the world increasingly similar, with people watching the same TV programmes and ? lms, eating the same foods, wearing the same designer clothes and labels, and sharing many aspects of their lifestyles and identities.Global culture refers to the way cultures in different countries of the world have become more alike, sharing increasingly similar consumer products and ways of life. This has arisen as globalization has undermined national and local cultures. Globalization is the growing interdependence of societies across the world, with the spread of the same culture, consumer goods and economic interests across the globe. BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 37 The Mona Lisa Leonardo da Vincis Mona Lisa, c. 15031507, oil on poplar, The Louvre, Paris now has a spliff to slow up and a mobile to keep in touch Mona Stoner, c. 2006, posted on internet Fine art is now available on cubes to play with Source The Mona Lisa is transformed into a window blindIn what ways do these pictures illustrate the erosion of the distinction between high culture and popular culture? Try to compute of other examples of this BROWNE CH 14 (M1203). qxpJohn Q7 26/3/08 1047 Page 38 38 Cult ure and Identity Activity 1 Refer to the pictures on this page, and apologize in what ways they illustrate global culture. Try to think of other consumer products that are also global. 2 In what ways do you think consuming these products also involves lifestyle choices? For example, whats the difference between having a coffee in Starbucks and in the local cafe (apart from the coffee itself)? Explain what lifestyle you think is identi? ed with your selected products. Identify and explain, with examples, three differences between high culture, mass culture and folk culture. 4 Identify and explain three reasons why the distinction between high culture and popular culture might be weakening. Globalization means that many of the same product brands are now found in many countries of the world. The concept of identity Identity is about how individuals or groups see and de? ne themselves, and how other individuals or groups see and de? ne them. Identity is formed through the socializatio n process and the in? uence of social institutions like the family, the commandment system and the mass media. The concept of identity is an important one, as it is only through establishing our own identities and earning about the identities of other individuals and groups that we come to know what makes us similar to some people and di? erent from others, and therefore form social connections with them. How you see yourself will in? uence the friends you have, who you will marry or live with, and the communities and groups to which you relate and belong. If people did not have an identity, they would lack the means of gradeing with or relating to their peer group, to their neighbours, to the communities BROWNE CH 14 (M1203). qxpJohn Q7 3/4/08 1549 Page 39 Culture and Identity 39 in which they lived or to the people they came across in their everyday lives. Identity therefore ? ts individuals into the society in which they live.The identity of individuals and groups involves bot h elements of personal choice and the responses and attitudes of others. Individuals are not free to adopt any identity they like, and factors like their social class, their ethnic group and their sex are likely to in? uence how others see them. The identity that an individual wants to introduce and which they may wish others to see them having may not be the one that others accept or recognize. An Asiatic woman, for example, may not wish to be identi? ed primarily as an Asian or a woman, but as a senior manager or entertainer. However, if others still Look, dont identify me by the size and shape of my body, my social class, y job, my gender, my ethnicity, my sexuality, my nationality, my age, my religion, my education, my friends, my lifestyle, how much money I earn, the clothes I wear, the books I read, where I go shopping, the way I decorate my house, the television programmes and movies I watch, my leisure and sports activities, the car I drive, the music I listen to, the drin ks I like, the food I eat, the clubs I go to, where I go on holiday, the way I speak or my accent, the things I say, the things I do, or what I believe in. Im just me. OK? continue to see her primarily in terms of her ethnic and gender characteristics, she may ? nd it di? cult to assert her chosen identity. Similarly, the pensioner who sees him or herself as young at heart may still be regarded as an old person by others.Individuals have multiple identities, asserting di? erent identities in di? erent circumstances. An individual may, for example, de? ne herself primarily as a Moslem in her family or community, as a manager at her work, as a lesbian in her sexual life, or as a designer-drug-user in her peer group. While the example of the Muslim, lesbian, drug-taking manager might seem a somewhat unlikely mix of identities, it does suggest that it is possible for people to assert di? erent identities or impressions of themselves in di? erent social situations. Identities may also change over time. For example, as people grow aged they may begin to see themselves as di? erent from when they were younger,