Challenging classical divides
- 1. The next level of sociology
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- 3. Every aspect of society has a function Manifest – what is wanted and expected Latent – occurs but is not recognized as an intended function Society can also have dysfunctions Manifest – anticipated disruptions Latent – unanticipated disruptions Function theorists just want to know how society works – another group wants to know why society works in the way that it does – power and control Function Vs Conflict
- 4. Marx Class Proletariat (Plebs)/Bourgeoisie The shift from agriculture to industry Alienation of the produce from the worker Gender Race Age Classical Divides
- 5. Urlich Beck (current sociologist), classical divides no longer exist Choice Biographies Kids succeed and failure in all these groups. What the research says
- 6. Researched where the line of difference really existed by looking at the phenotype (genetic expression) of one’s DNA She found the same with eye colour, Brown/Hazel, have dominance in the genetic landscape while Green/Blue genes are recessive Jane Elliot (1968)
- 7. Educational Outcomes Brown/Hazel eyes tend to perform 75% better on all types of assessment Social Outcomes Brown/Hazel eyes tend to display aspects of leadership early on Most world leaders have Brown/Hazel eyes Blue/Green eyes make up the highest prison population across all ethnic groups Jane Elliot (1968)
- 8. BYD statistics (since it started) Most fails tend to be in the blue/green group Most quitters come from this group Most problems full-stop are in this group Tutors have reported it to be much easier working with Brown/Hazel eyes But statistics matter – we need good completions and we need to change the rules What does this mean
- 9. We should review selection criteria We need to know who the successes are going to be We need to identify the fails so that tutors know where to focus their attention We need to empower those more likely to succeed to have the tools of success We need to keep the Blue/Green in their place! First Steps
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- 11. How did that feel? How was discrimination allowed by the classroom structures/architecture/design/knowledge? How would you describe labelling when it comes to this scenario? Who was the ‘us’ (we) and who was the ‘them’ (other) How could resistance occur? Back to those original/classical divides Reflections
- 12. Marx Class Proletariat (Plebs)/Bourgeoisie The shift from agriculture to industry Alienation of the produce from the worker Gender Race Age Classical Divides
- 13. The structures that keep them together Classical Divides
- 14. The structures that keep them together Marx Ideology (worldview) and Structure Gramsci Hegemony (buying into a lie) Bourdieu Habitus (The outworking of Hegemony through embodying it – this is my place in the world) Bourdieu Doxa (the learned ideology/hegemony) Bourdieu Symbolic Capital/Economic Capital/Cultural Capital/Social Capital** Classical Divides
- 15. How has this played out in the course to date How have you seen this in movies/videos/novels Who are the ‘we’ in our society and ‘who’ are the others What can we do?? Thoughts