{ Identities } Flashcards
(97 cards)
1
Q
Macintosh & Mooney
Upper class
A
Upper class are invisible to other classes
* retreat into fee-paying schooling, transport, network
2
Q
Scott
Upper class
A
Old boy network
* U/C form lifelong friendships during private school, and maintin their high status through inviting each other to exclusive events
Social closure
* immerse children into a culture of privelege and distinguish them from others
* encourage them to pick U/C marriage partners
3
Q
Kenway
Upper class
A
social class/position more important to priv. educated students than states
girls maintained high self esteem by devaluing the achievements and status of state educated individuals
4
Q
King & Raynor
Middle class
A
family encourages achivements and values deferred gratification
child centeredness
* prioritise child’s needs eg tutoring
family, role model, rewards/praise
5
Q
Bourdieu
Middle class
A
education reinforces M/C identity through hidden curriculum, which rewards M/C values
M/C has high cultural capital
role model, imitation, rewards/sanctions
6
Q
Goodwin
Middle class
A
Yummy Mummy
* M/C mothers define their deintities based off peer approval; defined off glamour/style
7
Q
Saunders
Middle class
A
conspicuous consumption
* the consumption of luxuries in a way to influence how individuals are percieved
media targets M/C
* M/C has the highest disposable income aswell as being very conscious of their appearance
8
Q
Wright
Middle class
A
contradictory class position
* they exploit W/C
* AND are exploited by U/C
3 resources should be controlled
* investment
* means of production
* labour power
9
Q
Willis
Working class
A
Lads
* formed a counter school subculture
* had no interest in academic work - “sissy”, manual = superior
* subculture prepared them for the monotony of their future jobs
10
Q
Mac An Ghail
Working class
A
macho lads subculture
* focused on heavy lifting, physical labour jobs that shaped their identity
* deindustrialisation –> crisis of masculinity, lads had no qualifications and could not work white collar
* women = breadwinner
11
Q
Bowles & Gintis
Working class
A
education socialises individuals into W/C identity through hidden curriculum
* by transmitting ruling class values disguised as traditional values
* eg. obedient passive workers, through uniforms, dividing worker/boss etc.
12
Q
Bourdieu
Working class
A
W/C have less cultural capital than higher classes, as they dont experience hidden curriculum
13
Q
Mertens & D’haenens
Working class
A
digital divide
* W/C have less internet usage
* therefore, class is a big reason of divide, not gender etc.
14
Q
Murray
Under class
A
UN/C are workshy, lazy, criminal and dependent on benefits.
UN/C consist of long term unemployed and single parents
EVALUATION; This is inaccurate as UN/C are disadvantaged due to lack of education, therefore cant get a job
15
Q
Jordan
Under class
A
disagrees with murray
argues UN/C have same values and attitudes as rest of sicety, but are ashamed of not being able to provide; would work if they could
16
Q
Pakulski & Waters
Post modernists - “has social class changed?”
A
shift from production to consumption
* we’re defined by what we buy, not what we do
17
Q
Offe
Post modernists - “has social class changed?”
A
nowadays, less people are unified by full-time work
this USED to shape class identity
in contemporary UK, more people have opportunities that was previously limited to only the upper classes eg. Uni, travel etc.
18
Q
Skegss
Post modernists - “has social class changed?”
A
W/C women have instrumental attitudes to work
* they work for the sake of money, it didnt shape their identities
New W/C women;
* Capitalism is effective
* society is meritocratic (fair to everyone) and anyone can experience social mobility (anyone can shift classes)
* Identity is shaped around popular culture, conspicuous consumption and consumer culture
19
Q
Oakley
FAMILY SOCIALISES INTO TRADITIONAL
A
Family creates/reinforces gender identity through
manipulation
* enoucraging/discouraging gender appropriate behaviour
* eg. paying attention to girls appearance, boys strength
canalisation
* parents guide children into gender appropriate behaviour
* eg. buying girls dolls, boys cars
verbal appelations
* parents use stereotypical feminine/masculine descriptions
* eg. gentle girl, strong boy
domestic activities
* give activities that reinforce gender norms
* eg. girls clean house, boys do construction
20
Q
McRobbie
FAMILY SOCIALISES INTO TRADITIONAL FEMININE
A
Culture of femininity
* friendship/culture with other girls made life bearable
* girls had a very close best friend
* would desire to attract a man
Bedroom culture
* girls participate less in subcultures
* girls faced a restrictive future; lacked qualifications
* girls retreated from outside world / boys
21
Q
Lincoln
MEDIA SOCIALISES INTO NEW FEMININE
A
updated bedroom culture
* bedroom culture had changed in the 90s
* due to technology, bedrooms were less closed off
* still a more reserved area, but boyfriends etc. could enter
22
Q
Billington
MEDIA SOCIALISES INTO TRADITIONAL
A
media presents masc dominant, fem subordinate
23
Q
Nakuamura
MEDIA SOCIALISES INTO TRADITIONAL FEMININE
A
internet/forums being used increasingly amongst women of ALL ethnic backgrounds as a forum for support when they face inequality or discrimination
24
Q
Ferguson
MEDIA SOCIALISES INTO TRADITIONAL FEMININE
A
content analysis of womens magazines (how many times does a certain topic come up in a media text)
concluded; womens magazines built around cult of femininity; promotes idea that excellence achieved through nurturing, family, appearance
25
Skelton
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL
**hidden curriculum** responsible for perpetuating gender differences in subject choice
*feminists* say **hidden curriculum is patriarchal**; learn about male achievements
26
Kelly
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL
**science = masculine subject**
* textbooks feature boys and examples that interest boys (eg footballs/cars)
* boys dominate classrooms by shouting out or grabbing eqp. first
**WEAKNESS** = resources have changed, boys grab eqp to mess around
27
Colley
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL
subject choices are affected by:
**Perception of gender roles**
* whether pupil chooses stereotypical subjects depends on the *extent* they've been socialised
* strong gender identities = more likely to pick stereotypical subjects
**Subject preferences**
* subjects chosen based off *perception* of what's required
* girls put off IT due to independent PC work, attracted to sociology due to talking/collaberation
**Learning environment**
* depends on *single/mixed* sex schools
* single sex = more likely to pick maths/science
28
Adkins
## Footnote
WORKPLACE SOCIALISES INTO TRADITIONAL
**Horizontal segregation**
* Labour market segregated so men/women occupy specific types of jobs
* eg. *women=catering, men=physical*
**Vertical segregation**
* Labour market segregated so men occupy top spots, women *clustered* at bottom
* eg. *women=servers, men=manager*
29
Mitsos & Browne
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL MASCULINE
boys do less well than girls in GCSEs.
They argued that this is due to the teachers being **less strict** with boys, giving them more leeway, and **not pushing** them to full potential, and labelling boys as **disruptive**. Boys had a **culture of masculinity**, which didnt value educational acheivement, hindering their ability to achieve. These** norms/values + anti-learning subculture** was *reinforced* by teachers, *socialising* boys into their gender roles.
30
Willis
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL MASCULINE
Willis' study supports Mitsos & Browne
Boy's anti-school identity reinforced by teachers not pushing them
31
Willis
## Footnote
WORKPLACE SOCIALISES INTO TRADITIONAL MASCULINE
* workplace = key source of identity for W/C males
* hegemonic role to be breadwinner
* due to anti-school, didn't work hard, no qualificataions, and worked blue collar
* felt they were destined to follow in fathers footsteps
32
Mac An Ghaill
## Footnote
WORKPLACE SOCIALISES INTO TRADITIONAL MASCULINE
* due to deindustrialisation, men couldn't work manual labour
* lost key source of identity - **crisis of masculinity**
* boys worked harder as they didn't want to be destined to work manual labour (as labour workers couldn't be the main breadwinner, women were)
33
Postmodernists; what do they say?
* **range** of gender identities
* traditional and less traditonal
* eg. housewife, single mother
* they highlight the importance of recognising **new gender identities**
* eg. laddettes
34
Connell
## Footnote
SOCIETAL CHANGE SOCIALISES INTO NEW MASCULINE
**Hegemonic masculinity**
* traditional masculine *eg. Oakley*
**Complicit masculinity**
* men who believe men/women should share roles *eg. New Man*
**Subordinate masculinity**
* less powerful masculinity *eg. McCormack*
**Marginalised masculinity**
* traditional feel threatened as their jobs are being taken by machines *eg. Mac An Ghaill*
35
Sewell
## Footnote
SOCIETAL CHANGE SOCIALISES INTO NEW MASCULINE
**Hyper-masculinity**
* displayed by black males
* **exaggerated hegemonic masculinity**
* due to being from **matriarchal** background (no positive male role model)
36
Nixon
## Footnote
MEDIA SOCIALISED INTO NEW MASCULINE
**New man**
* Levi's 1985 ad - acceptable for men to take care of their appearance like women do
37
Mort
## Footnote
MEDIA SOCIALISED INTO NEW MASCULINE
radical shift in attitudes in masculinity;
* men take care of appearance
* aftershaves, perfumes, hair gel consumption increased
38
SHARPE
## Footnote
EDUCATION SOCIALISES INTO NEW FEMININE
**education was now seen as the main route to success**
* carried out a longitudinal study
* London schools; '70s girls = "love marriage children"
* London schools; '90s girls = "job career independence"
39
JACKSON
masc/fem identities are socially constructed
**Ladettes**
* assertive, masculine traits such as confidence or boldness
* challenges norms of passive femininity
* portrayed negatively in media for deviating from traditional norms
40
Cashmore & Troyna
## Footnote
FAMILY/PEER SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* migrants faced discrimination in the 50s/60s in workplace, housing, education
* migrants **turned inwards** - creating communities with similar ethnics to *resist assimilation*
* established their own places of **worship**
* *migrants responded to racism by **strengthening** their own cultural identity rather than adopting a british one*
41
Hebdige
## Footnote
FAMILY/PEER SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* Jamaicans wanted to be unique from blacks and whites, so adopted **rastafarianism**
* wore green/red/gold, dreadlocks, smoked cannabis
* adopted this culture to resist racism, asserting their identity
42
Ghuman
## Footnote
FAMILY SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* British-Asian identity
* tradition/religion/family values played big role
* emphasis on duty loyalty honour and religion
* Parents chose partners, taught problems with love marriage, taught mother tongue AND english
43
Anwar
## Footnote
FAMILY SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* **Culture clash;**
* family can be source of conflict
* issues around western clothing, arranged marriages, freedom
* younger generation mix with others at school
* others' values influence second gen immigrant identity
* this causes arguements girls given less freedom, expected to be wives/mothers
44
Butler
## Footnote
FAMILY SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
45
Driver & Ballard
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* education = more important to certain ethnic groups
* **indian families** place higher value on education
* place high ambition on children + best grades
* performed better than white/black on avg in GCSE
46
# i
Archer & Francis
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* support D & B
* cultural factors are important
* **British-Chinese** - education a part of their identity
* when they engage in laddish behaviour, they still maintain commitment to school
* Chinese parents constantly talking to children about future education + invest time/money
47
Coard
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* education system = **institutionally racist**
* based around white culture; literature/history dominates
* teachers dismissive pf non-standard english
48
Gillborn
## Footnote
EDUCATION SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* **institutionally racist towards black boys**
* seen as disruptive + a threat by teachers
* therefore they negatively stereotype and **label** them
* boys less likely to be placed in higher set, --> **self fulfilling prophecy**
* **SFP** = told something so much they end up becoming it
49
Alexander
## Footnote
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* Asian youths unfairly **targeted** by media
* *myth of the Asian gangs*
* > media reports violent clashes between clashes of Black/Asian gangs
* clashes were exaggerated - Asian boys criminalised due to Islamaphobia
50
Hall
## Footnote
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
**The White Eye** text - Hall
* traditionally, films portrayed blacks as either;
-Natives
-Entertainers
-Slaves
* Hall coined the term **The White Eye** - it is how directors see minoritites and is **not true**
51
Moghissi
## Footnote
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* Muslims in the media are **huddled together**
* since 9/11 7/7 *moral panic* has been created around Islam
* Muslim women **presented** as victims of **honour killings** - being punished for violating social, religious, or family norms
* Muslim men **stereotyped as terrorists**
52
Sewell
## Footnote
MEDIA SOCIALISES INTO TRADITIONAL ETHNIC IDENTITY
* Media promotes** hyper-masculine role models**; eg. rappers
* they promote traits such as **toughness**, importance of **material** wealth, **objectification** of women, and **anti-authority**
* shapes them into *stereotypical* behaviour
53
Les Back
## Footnote
PEER GROUP SOCIALISES INTO CHANGING ETHNIC IDENTITY
studied council estates in South London
* Black Asian White youths shared friendships, music, fashion, slang
* evidence of** hybrid identities**, as youths tried out **cultural masks**, where **cultural borrowing** took place
54
Gill
## Footnote
PEER GROUP SOCIALISES INTO CHANGING ETHNIC IDENTITY
surveyed British Asian students
* many identified as "**Blasian**"
* > Asian adopt Black style of dress + language and combined with Asian culture
* further evidence of **hybrid ethnic identity**
55
Burdsey
## Footnote
PEER GROUP AND FAMILY SOCIALISES INTO CHANGING ETHNIC IDENTITY
studied British-Asian footballers
- conversational, informal to allow for detailed realistic accounts
* prioritised **laddish culture** over ethnic identity
* similar to working class
* **conformed** to the peer group
56
Nayak
## Footnote
MEDIA SOCIALISES INTO CHANGING ETHNIC IDENTITY
studied white youths
* **White Wannabes** - whites who acted black
* **"Wigger" / "Wangsta"**
* indulged in black culture eg smoking cannabis, listening to hip-hop
57
Parsons
## Footnote
FAMILY SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
* through using processes of control
functionalist Parsons:
* childhood = period of socialisation into society
* children learn n/v s associated with different roles allowing them to function as adults
* Family has two functions;
- primary socialisation of children
- stabilisation of the adult personalities of the population of society
* adolescence = children independent} loyalty goes family-->partner
58
Griffin
## Footnote
MEDIA SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
media portrays youth as:
* **dysfunctional** (no positive function)
* **suffering a defecit** (always feeling disadvantaged; excuses)
* **deviant** (against societal norms)
59
Heintz-Knowles
## Footnote
MEDIA SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
content analysis of children's shows
* children motivated by romance, not school
* characters engage in antisocial, with + outcome
* minority children underrepresented
* whilst b/g equally rep, b = use physical agg, g = show affection
* this stereotypical representation creates **moral panic**, young ppl live up to this label
60
McRobbie
## Footnote
PEER GROUP SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
* female peer groups encourage girls to follow traditional gender norms
61
Sewell
____________________________________________________
Willis
## Footnote
EDUCATION SYSTEM SOCIALISES YOUNG PEOPLE INTO TRADITIONAL AGE IDENTITY
* young black boys = no high achieving career aims or goals
* reject school as they see it as irrelevant to them
* **"Get rich quick"** attitude - Making money through drug selling rather than academic achievement
* the influence of peers and rejection of education can be responsible for educational underachievement
____________________________________________________________________________
* working class ‘**lads**’ = no career aims or goals
* **rejected** school because they see it as irrelevant to them and the manual labour jobs they will end up with
* they were **fatalistic** and followed in their father’s footsteps of unskilled work
* therefore they did not see a need for academic achievement
* **peer pressure **is used to encourage disruptive behaviour
62
Brannen
## Footnote
FAMILY SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
**pivot generation**
**dual burden**
* middle aged care for children and their parents
63
Saunders
## Footnote
MEDIA SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
* target them as consumers
* **highest disposable income**
* often define themselves by what they own
64
Media Clips
## Footnote
MEDIA SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
* buy to show off
* **mid-life crisis**
* high disposable income
* financial priorities
* dual burden
65
Hodkinson
## Footnote
PEERS SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
* studied goths
* peer group socialises through *inclusion*
* mid-age associate with those who share norms/values
* primary feature of a subculture is being a part of something
* Goths = maintain + view of others and school
* Goths = tone down look for work, includechildren in Goth lifestyle eg festivals
66
Willis
## Footnote
WORKPLACE SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
* mid-age present themselves as job title eg "I am teacher"
* workplace = dominant source of identity
* studied manual workers
* kids followed dad's footsteps
* both identified as workers
67
Mac An Ghaill
## Footnote
WORKPLACE SOCIALISES MIDDLE AGED PEOPLE INTO TRADITIONAL AGE IDENTITY
* mid-age present themselves as job title eg "I am teacher"
* workplace = dominant source of identity
* once redundant, mid-age felt loss of identity
* loss of role as breadwinner
68
Parsons
## Footnote
FAMILY SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
**disengagement process**
* children gorw up, men retire --> lose social roles
* isolated from children - prioritise marriage partner
* **disengagement theory**
* harvest fruits of their labours and enjoy recreational
* **old age is socially constructed to be a period of disengagement**
* society runs smoothly - retire = more jobs, better performance
69
Media Clips
## Footnote
MEDIA SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
stereotyped
* lonely
* depressing
* unfiltered
* forgetful
* clumsy
* fragile
70
Carrigan & Szmigin
## Footnote
MEDIA SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
studied old people in media
* whilst older consumers are growing, less likely to be portrayed in ads
* smelly and incontinent (cant control bowels)
71
Landis
## Footnote
MEDIA SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
stereotypes
* grumpy old man
* feisty old woman
* mentally deficient
* have wisdom
72
Johnson
## Footnote
WORKPLACE SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
**ageism is instituionalised and embedded**
* old people find it harder to get a job when older
* stereotypical assumptions made by employers
73
Voas
## Footnote
RELIGION SOCIALISES OLDER PEOPLE INTO TRADITIONAL AGE IDENTITY
* religion gives sense of comfort when facing death
* older = more likely to be religious due to;
**The generational effect**
* they were brought up in a religious era: socialisation of values more intense
**The aging effect**
* more spiritual when closer to death
74
Clarke & Warren
## Footnote
PEER GROUP SOCIALISES INDIVIDUALS INTO CHANGING AGE IDENTITY
* old age is a time for new friends + interests
* inclusion into new activities
**active aging**
* when this period of life provides new opportunities
* take on a more active/engaged position
**University Of The Third Age**
* learn for enjoyment/self improvement, not qualification
75
Featherstone & Hepworth
## Footnote
MEDIA SOCIALISES INDIVIDUALS INTO CHANGING AGE IDENTITY
* life course has begun to be deconstructed
* **De-differentiation** - process where the difference between life stages is less clear
* **Deinstituitonalisation** - reform/modification of an institution to remove its instituitonal character
**Mask of aging**
* media promotes rejecting chronological age
* aging = more positive
76
Featherstone & Hepworth
+
Blakie
## Footnote
AGE IDENTITIES ARE CHANGING AS THE ELDERLY ARE BEING ACKNOWLEDGED AS AN IMPORTANT CONSUMER GROUP
**F & H**
* *baby boomer generation* massively broke down stereotypes
* mid-class have these flexible identites, not working
**B**
* due to *consumer culture*, older gen acknowledged due to high disposable income
77
Weeks
## Footnote
SEXUAL IDENTITY REMAINS TRADITIONAL AS HETEROSEXUALITY IS SEEN AS THE NORM
* gays will point out "I am gay", others won't
* have to declare your belonging to something else
78
Plummer
## Footnote
SEXUAL IDENTITY REMAINS TRADITIONAL AS HETEROSEXUALITY IS SEEN AS THE NORM
* homsexuality is a process
* **homosexual career** - a male who has accepted the label of homosexual will seek out others and join a subculture in which stereotypical homosexual characteristics are the norm
79
Mac An Ghaill
## Footnote
PEERS REINFORCE TRADITIONAL HETEROSEXUAL IDENTITY
* heterosexual boys preoccupied with the **3 f's**
* football, fighting and f###ing
* this would suppress many emotions
* fear, intimidation or love were all feminised and condemned, unlike anger
* therefore, they grow up to be emotionally unexpressive adults, damaging the boys and society
80
Rich
## Footnote
WOMENS SEXUALITY HAS BEEN OPPRESSED IN A PATRIARCHAL SOCIETY
* women's sexuality oprpressed through institutes such as *marriage, sexual violence and objectification of women*
**compulsory heterosexuality**
* women socialised into subordinate role so they're "available" for men
* lesbian identity seen as a threat to men
81
Equality Act 2010
## Footnote
SEXUAL IDENTITIES ARE CHANGING DUE TO NEW LAWS
* unlawful to discriminate against anyone on the grounds of sexuality in workplace, public sector, education etc.
82
McCormack
## Footnote
SEXUAL IDENTITIES ARE CHANGING DUE TO PEERS
* initially homophobia rose from conservatives who were traditional; *nuclear family*
* less social capital = less open gay
* S.28 Equality Act 2010, Every Child Matters policy has impacted attitudes towards sexuality
* schools promote diversity/sexualities
83
Jackson
## Footnote
SEXUAL IDENTITIES ARE CHANGING DUE TO WOMEN BEING LESS OPPRESSED
* **ladettes**
* much more open and liberated about their sexual encounters
* more **open** about being promiscuous
84
Anderson
## Footnote
NATIONAL IDENTITY IS TRADITIONAL AS PEOPLE IN A COUNTRY ACT AS AN IMAGINED COMMUNITY
* nation = **imagined community**
* never meet fellow members
* national identity = *socially constructed* through symbols eg flags/anthems
* through the media, we are encouraged to get behind our nation's interests
85
Phillips et al
## Footnote
EDUCATION SYSTEM SOCIALISES INDIVIDUALS INTO A TRADITIONAL NATIONAL IDENTITY
* **national curriculum** supports ideology of nationalism
* history lessons = key factor in national identity
* taught through the eyes of the country taught in
* shared sense of involvement and identity
86
Schuden
## Footnote
BRITISH PEOPLE SOCIALISED INTO COMMON NATIONAL CULTURE AND IDENTITY THROUGH VARIOUS MEANS
* eg common language - english
* eg education - history
* eg symbols - monarch
87
Sardar
## Footnote
NATIONAL IDENTITY IS CHANGING DUE TO CHANGES IN NORMS/VALUES IN UK
* world is in the middle of identity crisis
* no longer east vs west / capitalism vs communism
* historical english traditions seen as meaningless to current population
88
Hewitt
## Footnote
NATIONAL IDENTITY IS CHANGING DUE TO ENGLISH IDENTITY BEING PORTRAYED NEGATIVELY
* Britain has seen **white backlash** from w/c whites
* pereferential treatment of ethnic minorities
* in a fight between white vs minority, white more likely to be in trouble as it is assumed it was a racial fight
* *education system can create/reinforce national identities*
89
McLuhan
## Footnote
NATIONAL IDENTITY IS CHANGING DUE TO GLOBALISATION CAUSING CULTURAL HOMOGENISATION
* predicted **global village** would occur
* internet means world is **interconnected**
* as it moves at the speed of light, new patterns of communication is created
* distant events presented with personal dimension
* communities across the world are entwined with one another's affairs
90
Les Back
## Footnote
NATIONAL IDENTITY IS CHANGING DUE TO MULTICULTURALISM CAUSING CULTURAL HYBRIDITY
* ethnographic study of 2 council estates
* whites, blacks, asians formed new shared culture - **neighborhood nationalism**
--> a feeling of solidarity and common identity with people from the same area
91
Hall
| SUPPORTS HEWITT + MCLUHAN + LESBACK
## Footnote
NATIONAL IDENTITY IS CHANGING DUE TO GLOBALISATION CAUSING **CULTURAL HOMOGENISATION, CULTURAL HYBRIDITY AND CULTURAL RESISTANCE**
* suggests that countries may display 3 different reactions to globalisation;
* They may *accept* a global culture, and all countries will become more *similar* – **Cultural homogenisation**
* They may take in *some* parts of global culture and develop a *new* but still *individual* cultures – **Cultural hybridity**
* They may *resist* global culture and fiercely *protect* their cultural heritage, becoming more *traditional* and nationalistic – **Cultural resistance**
92
Shakespeare
## Footnote
PEOPLE WITH A DISABILITY FACE DIFFICULTIES, LEADING TO A VICTIM MENTALITY (TRADITIONAL)
* disabled are socialised into seeing themselves as victims due to their impairment
* use as a reason for failure
* lack of positive role models
* treated with pity and awkwardness
93
Ridley
## Footnote
DISABILITY IS A TRADITIONAL AS IT'S REINFORCED BY AWKWARD TREATMENT
* Scope UK charity
* 4/5 = "**not yet disabled**"
* treat equally, not awkwardly
94
Barnes
## Footnote
DISABILITY IS A TRADITIONAL DUE TO LACK OF POSITIVE MEDIA MODELS
* representations in media traditionally negative + stereotyped
* rarely presented as having their own identity
* eg. in need of pity/charity, as victims (killed in shows), villains, burdens, sexually abnormal
95
Murugami
## Footnote
DISABILITY IS BECOMING INCREASINGLY NORMALISED
* to create an identity that accepts impairment, they must see themselves as a person first, and a disability as a characteristic
* to do this, they must reconstruct what is considered "normal"
* very few are able bodied their whole lives
* see disability as a condition, not an impairment that sets people apart from society
96
Equality Act 2010
## Footnote
LEGISLATION IS BEING INTRODUCED TO PROTECT
* prevents discrimination
97
Media Role Models
## Footnote
MORE POSITIVE ROLE MODELS WITH DISABILITIES
* Richard Branson (dyslexic) - owns virgin group
* James Lebrecht (spina bifida) - activist for disabled rights
* Haben Girma (blind/deaf) - increases access for disabled to books
