Power Relations and Social Class Notes for Cultural Anthropology 130
Power Relations and Social Class Notes for Cultural Anthropology 130 Anthropology 130
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This 4 page Class Notes was uploaded by Melodi Harfouche on Wednesday February 10, 2016. The Class Notes belongs to Anthropology 130 at University of Tennessee - Knoxville taught by De Pendry in Spring 2016. Since its upload, it has received 12 views.
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Date Created: 02/10/16
Power Relations and Social Class Feudalism Lords or owners of fiefdoms Serfs (tied to the land, did all the work, and turned all their produce to the lords except for a small portion) Priests, merchants, skilled craftsmen (beginning of the middle class) Capitalism Bourgeoisie o Owners of the means of production o Factories, mines, and large farms Working Class/Proletariat o People who sell their labor to survive o Happening primarily in cities o Relationship btwn. Lords and Serfs are different than the Working Class and Bourgeoisie Middle Class o Skilled and Professional Workers Social Analyses of Class Karl Marx o Focused on differences in material wealth o Ownership of the means of production o Alienation (Marx invented this term: take a look at a chair, we don’t know who made the chair, we don’t know what factory it was made in or the working conditions of the factory. Thus, as a person, we are alienated from the chair. The worker is also alienated from their goods because they don’t know where their goods end up.) Max Weber o Three dimensions of social stratification (or status): Wealth (economic) Power (political): how much political power one has Prestige (social): how much social prestige one has SocioEconomic Status (SES) In most quantitative studies, combines variables of: o Income o Profession (the level of prestige in your profession) o Education (what level of education you have) You have to pay attention to more than just icome Class Consciousness Ideologies (sets of ideas; these ideas serve to justify the system) o Here in the U.S., if you work hard, you’ll succeed. The flipside: if you haven’t gotten ahead, you haven’t worked hard, however there are many people who work hard but may not necessarily get as ahead. Hegemony o You consent to be governed Questions for Researchers: How are unequal class relations reproduced? Why do subordinate groups consent to be governed? How do subordinated groups consent to and resist dominant or hegemonic ideologies? Pierre Bourdieu (1984) Distinction: A Social Critique of the Judgement of Taste Cultural Capital Ideology of natural taste (people just instinctively have good taste, or they don’t) o Habits o Practices with which a person is raised (raised in a certain environment where somethings are beautiful, and other things are ugly) Some judgements we make: o Good, Bad o Healthy, Unhealthy o Clean, Dirty o Beautiful, Ugly o Proper, Improper o Polite, Rude o Pretentious, (Unpretentious) Embodiment of Class Culture Foods (ingested into the body o Types of foods Foods liked, desired, regarded as delicious Foods regarded as healthy Foods associated with being male, female o How foods are eaten (bodily practices) Table manners (table manners may vary by social class) Big bites or small bites French Working Class Men Fish generally regarded as unsuitable. Why? o A “light” food, not “filling” enough o Should only be cooked during illness Mainly for invalids or children o Too “fiddly”, too small for men’s hands o Needs to be eaten in small bites (which contradicts the manly style of eating in large gulps and mouthfuls) “Lifestyles” Foods Clothing Home furnishings, Décor Other items of consumption (iPhone, iPad, etc.) Music, art, literature Sports (golf vs. bowling) Manners, gestures Language (using slang or not) Richard Sennett and Jonathan Cobb (1972) The Hidden Injuries of Class They were looking at 2 gen, working class children of European immigrants Paul Willis (1977) Learning to Labor: How Working Class Kids Get Working Class Jobs He reframed the question: Why Do Working Class Kids (Boys) Want Working Class Jobs? Describes the socialization in British schools Describes what it was like in predominantly working class high schools in England Resistance of authority in schools because there is much more physical discipline; because of this, the students end up leaving and getting working class jobs Douglas E. Foley (1990) Learning Capitalist Culture: Deep in the Heart of Tejas Clas, raceethnicity (Anglos and Mexicanos), and gender “making out games” in the classroom Resistance James C. Scott (1985) Weapons of the Weak: Everyday Forms of Peasant Resistance looking at Malaysian farming village organized resistance o protests, strike, unions everyday forms of resistance o working slowly o refusal (to wear a seatbelt) o not doing chores
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