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Power Relations and Social Class Notes for Cultural Anthropology 130

by: Melodi Harfouche

Power Relations and Social Class Notes for Cultural Anthropology 130 Anthropology 130

Marketplace > University of Tennessee - Knoxville > Anthropology 130 > Power Relations and Social Class Notes for Cultural Anthropology 130
Melodi Harfouche

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About this Document

These notes cover power relations and social class in cultural anthropology
Cultural Anthropology
De Pendry
Class Notes
power relations, social class, hierarchy, Marx, Cultural Anthropology, help, Anthropology
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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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