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Posts Tagged ‘identity’

Get Back The Heartbeat: A Film about Social Control

Monday, June 4th, 2018

Around 10 years ago I was contacted by a French film student asking permission to use something I’d written about social control as the basis for a Sociology lecture to be featured in a short film they were producing and directing.

I’d forgotten all about it until I was rooting around in a bookcase looking for something I’d lost and came across the DVD.

I remember being both taken aback and impressed by the film at the time and, on viewing it again after a gap of a few years, I still like what the director has done, both overall in terms of the look and feel of the film and, more specifically, in turning some simple a-level Sociology notes into something more brooding and menacing than anything I ever achieved during my 15 or so years in the classroom.

Although this is a film about “social control”, I’m still not entirely sure about its actual meaning – although that, of course, could be the point if you subscribe to a Barthesean view of the world.

The postmodernic layer of meaning-upon-meaning vibe is also enhanced by the fact that while, quantitatively, I wrote the spoken script, qualitatively, it was nothing to do with me: I played no part in its production save to provide the text that was then shaped and sculpted by the actual writer into the film you’re about to watch.

Overall, the film’s a bit weird (and then some), but I like it for its striking visuals, black-and-white visualisation and the odd sensation of hearing what were essentially some rather dull lecture notes given a new and rather wonderful sense of being.

Or something.

Maybe I’m getting a little bit carried away by the whole French auteur thing?

Culture and Identity

Thursday, May 24th, 2018

These documents were created for the OCR A-level Sociology Specification around 10 years ago and although they’re not bang-up-to-date in terms of the studies they cite there’s nothing to stop you adding a few more of your own if and when the fancy takes (they’re all presented as Word documents for reasonably-easy editing).

They were created by Christopher Stump around 10 years ago and I’m guessing their main purpose was for “revision”, something I gleaned from the fact that a few of the files mention this in their title. Very little, as you can probably tell, gets past me.

In other news, the “Ethnic Identities” file is a simple exercise that could be easily adapted to other forms of identity, such as class or gender, with minimal changes.

They’re all mainly one or two page documents so there’s nothing too detailed or extensive, but they’re nicely put together and I’m sure someone will find a good home for them and put them to good use.

Although they’re specifically aimed at OCR, there’s nothing here that isn’t equally-applicable to any Spec (AQA, Eduqas, CIE…) that covers culture and identity:

Culture
Socialisation
Hybridity Studies
Identity Revision
The Creation and Reinforcement of Ethnic Identities through Socialisation

Sex and Gender: A Short Film

Thursday, May 17th, 2018

If you’re into flipped teaching (or even if you’re not) and want a relatively short (around 15-minute) video-introduction to sex and gender this Ted-Talk on “Understanding the Complexities of Gender” by Sam Killermann should fit the bill for a couple of reasons:

Firstly, it introduces a wide range of gender-related concepts and issues, including:
• Sex and gender
• Gender identity
• Gender roles and norms
• Gender socialisation
• Gender scripts
• Binary gender options
• Multiple gender identities
• Gender dysphoria
• Gender expression
• Masculinity and Femininity

Secondly, Killermann is an American stand-up comedian and he uses these skills to get his (sociological) ideas across in a clever and amusing way…


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Culture and Identity PowerPoints

Wednesday, April 18th, 2018

To complement the Culture and Identity Revision booklets I’ve assembled a range of PowerPoint Presentations from a variety of sources including some nice little presentations put together by the OCR Exam Board (with accompanying Instruction and Activity booklets).

While the Presentations are probably more-suited to integration into an Introductory Sociology / Culture and Identity teaching session (the Presentations cover areas like culture, socialisation, identity, perspectives and the like), some may have value as a revision tool.

As ever, the Presentations vary in size, complexity and competence (although I’ve tried to weed-out Presentations I didn’t think added much value or which weren’t sufficiently focused on A-Level Sociology). Where known I’ve indicated the author of each Presentation, to whom you should direct any plaudits, questions or brickbats.

1. Culture and Identity (Steven Humphreys)
2. Introductory Concepts (Mark Gill)
3. Social and Personal Identities (Leigh Rust-Ashford)
4. Culture
5. Socialisation
6. Feminism and Patriarchy (Chris Deakin)
7. Class identity (Liz Voges)
8. Primary and Secondary Socialisation
9. Socialisation and Resocialisation (Gobind Khalsa)
10. Class, Gender, Ethnicity (Mark Gill)
11. Social Control (Leigh Rust-Ashford)
12. Culture and Social Identity (Joe McVeigh)
13. Elements of Culture (Rebekah Colbeth)
14. Identity and Hybrid Identities (OCR) | Teacher Instructions | Activity Booklet
15. Culture and Cultural Identity (Jane Lister Reis)
16. Sport and National Identity
17. Culture, Values and Norms (OCR) | Teacher Instructions | Activity Booklet 
18. Culture and Cultural Hybridity (OCR) | Teacher Instructions | Activity Booklet

Culture and Identity: The Erasmus+ Project

Monday, April 16th, 2018

Although I’m not exactly sure what the Erasmus Project was – it seems to have come to an end in 2017 – but from what I can make out from its web site it appears to have been a collaborative project between non-profit organisations in England, Poland and Slovakia designed to create and distribute resources to young people to promote multiculturalism.

These resources consist of six “scenarios” or Study Packs containing suggestions for a range of mini-lectures, activities – from how to create a Mind Map or Infographic to methods for activating student discussions – and simple games.

The materials are based around a series of lesson plans designed to explore different areas and aspects of “multiculturalism” and while a-level sociology teachers probably won’t want to follow the plans precisely, there are bit and pieces that could be usefully extracted and integrated into lessons related to culture and identity.

While nothing in the resources is going to radically change the way you teach, they might give you a few ideas to contemplate.

Or indeed pinch.

I’m going for the latter.

Probably.

1. Multiculturalism: What is it?

2. Culture vs cultural identity

3. Equality vs Diversity

4. Human Rights

5. From conflict to consensus

6. Multicultural labour market

Sociology Revision Booklets: 6. Culture and Identity

Saturday, April 14th, 2018

Somewhat surprisingly, at least to me, there seems to be a positive dearth of Culture and Identity related revision material, at least of the Word / Pdf variety (PowerPoint users seem much better served). Why that should be I don’t know but I have managed to find a few resources you and your students might find helpful:

1. Revision Checklist (K.Birch): I’ve included this because it’s one of the few revision resources I’ve been able to find for the OCR Board and while it’s not particularly exhaustive it does provide a list of key concepts, some simple practice questions and some sample exam-type questions for each topic in the Culture and Identity module.

2. Sociological Perspectives: Some quite extensive notes dedicated to different types of sociological perspective.

3. Culture and Identity: This is another set of paged Notes by Mark Gill that I’ve collated into a single document for the convenience of everyone involved. I’ve kept it as a Word document so that you can easily separate-out sections if you want to give your students Notes on a specific topic. As ever with these Notes there’s quite extensive coverage of a range of areas: socialisation, perspectives, identities and globalisation.

4. Culture, Socialisation and Identity: This combines short Notes focuses on the concept of culture with simple student exercises

5. Culture, Identity and Agents of Socialisation: Short Notes mainly aimed at illustrating the relationship between different identities (gender, age, ethnicity, etc.) and different agencies of socialisation.

6. Facebook and the Presentation of Self: This is an article originally published in Sociology Review (2017) that uses the example of Facebook to illustrate arguments about structure and action. While it’s not exactly a revision piece it might help students clarify this relationship if they need it. It also looks at how personal and social identities relate to structure and action.

13 | Youth: Part 2

Thursday, September 28th, 2017

The notion of “youth” as a fairly recent (i.e. modernist) phenomenon leads to the question of exactly why this type of life-stage geminates in the transition from pre-modernity to modernity and comes into full-flower in late-modern / postmodern societies? In other words, what Is the role played by youth culture / subcultures in society?

The answer, as you’re probably half-expecting, is one that largely depends on your sociological approach – and the first part of this chapter is given-over to an outline and evaluation of four broad sociological approaches to – and explanations of – youth.

1. Functionalist
2. Marxist
3. Feminist
4. Postmodernist

The final two parts look more-specifically at gender and ethnic relationships, partly as a means of redressing the traditional emphasis on the central role of white males in (spectacular) youth subcultures and partly as a way of examining post-subcultural, post-racial and post-feminist approaches to understanding youth behaviour:

1. Issues relating to gender expands and applies feminist and postmodernist views on youth.
2. Issues relating to ethnicity addresses the ethnocentrism inherent in some approaches to explaining youth behaviours.

Culture and Identity: Caught Between Two Worlds?

Monday, September 18th, 2017

Richard Driscoll teaches A-level Sociology at the Shenzhen College of International Education in China and you may recall an interesting piece of research – The Last Queendom of Women?  – carried-out by one of his students, Hecate Li, that provided a contemporary example of an alternative to the “conventional nuclear family”.

In this latest piece of research by one of his students, Sarah G. Zhang applies two complimentary research methods, questionnaires and semi-structured interviews, to examine the question “How do experiences in different countries affect the social identities of American-born-Chinese (ABC) students” – a piece of research UK teachers and students should find useful for a couple of reasons:

Firstly, it covers the respective strengths and weaknesses of two different research methods and shows how they can be applied to a substantive research area. The use of quantitative and qualitative methods / data is also a useful example of research triangulation.

Secondly, the research gives a fascinating insight into questions of culture and identity by choosing to look at “precarious identities” – young people “caught between two very different worlds” – expressed through a wide range of cultural concepts: language, family values and relationships, work ethics, identity and social relationships.

If you want to contact Richard Driscoll about this research you can do so through Twitter.

3 | Socialisation and Identity

Tuesday, September 5th, 2017

The third chapter in what’s rapidly becoming something of a legendary giveaway (in my mind at least) is one that applies the concept of socialisation to the development of a range of social and personal identities in contemporary societies (or as contemporary as things get, given this was first published in 2012).

This chapter on socialisation and identity covers a range of interesting and not-so-interesting topics that, in no particular order, include:

• Social and personal identities
• Consensus, Conflict and Action approaches to understanding identity
• Postmodernity and the development of new identities (green, cyber and transformative)
• Agencies of identity socialisation and their role in the development of:
• Gender identities
• Class identities
• Ethnic identities
• Age identities

Although the text was written to support (in a very loose sense of the word) OCR Sociology, I like to think it probably has a much greater utility across a wider range of Specifications (it might, for example, come in handy for the Culture and Identity section of AQA Sociology. Then again, it  might not).

As with previous chapters this is pre-production version that still contains printer marks (I could remove them if I could be bothered, but I can’t. Be bothered, that is).

I’d also like to make it clear that neither the pictures dotted throughout the chapters, nor the captions that accompany them, had anything to do with me. Granted, it’s taken me 5 years to notice them, but in mitigation I don’t actually look at print versions of my books on what I think is the very reasonable basis that I’ve read the words so many times I just can’t face reading them again…

BBC “Analysis” Podcasts

Tuesday, June 27th, 2017

Over the past 10 years BBC Radio 4’s Analysis series has created a range of podcasts “examining the ideas and forces which shape public policy in Britain and abroad, presented by distinguished writers, journalists and academics”.

There are over 200 podcasts to trawl through, many of which won’t be of any interest or use to sociology teachers and students, but a relatively smaller number just might. To save you a lot of time and trouble (there’s no need to thank me, I’m nice like like) I’ve had a quick look through the list to select what I think might be the sociological highlights.

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Gay Best Friends as Consumers and Commodities

Thursday, June 22nd, 2017

If you’re looking for something slightly different to incorporate into your Culture and Identity / Media Sociology teaching this book chapter on “Effeminacy and Expertise, Excess and Equality: Gay Best Friends as Consumers and Commodities in Contemporary Television” by Susie Khamis and Anthony Lambert might well fit the bill.

Of particular interest here might be the way it links identity to consumerism and consumption by focusing on “the gay male best friend as a possessable, commodified identity”.

It’s probably not something you’d necessarily give to students to read – it’s quite long and complex in places – but it’s definitely something teachers might find useful to precis or draw examples from to illustrate some interesting ideas about gender, identity and consumption.

Given A-level Sociology has a largely female demographic it’s also something this particular audience may find both easy to relate to and the basis for discussion based on their own ideas and experiences.

Connecting Walls Collection

Monday, April 24th, 2017

CBSC Sociology has been busy creating and posting a huge number of revision Connecting Walls on Twitter and, in the spirit of “pinching other people’s stuff and sharing it with a wider audience”, I’ve pulled all their tweets together into one handy blog post for your – and your students’ – greater convenience.

So, if you’re looking for a fun way to spice-up classroom revision with a bit of competitive tension, try some or all of the following:

Education

Education Wall 1

Education Wall 2

Education Wall 3

Education Wall 4  

Education Wall 5

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Five Functions of Identity

Tuesday, February 28th, 2017

A great deal of discussion about identity at a-level can be fairly abstract and concerned with the mechanics of construction – how and why, for example, certain identities are created and assumed. In the midst of all this some relatively simple questions sometimes get obscured – an idea addressed by Adams and Marshall (1996) when they suggest five functions of identity; here the focus on what identity does for the individual and, by extension, society, ‘rather than how identity is constructed’ – and we can use a relatively simple education example to illustrate these functions:

  1. Structure: Identities provide a ‘framework of rules’, used to guide behaviour when playing certain roles, that helps us understand our relationship to others.
  2. Goals: We develop a sense of purpose by setting goals for our behaviour. A ‘student identity’, for example, involves the desire to achieve goals like educational qualifications.
  3. Personal control: Identities provide a measure of ‘active self-regulation’ in terms of deciding what we want to achieve and how we plan to achieve it. An A-level student, for example, understands the need to take notes to help them remember the things they might be tested on in an exam.
  4. Harmony: When adopting a particular identity (such as teacher or student) we have to ensure the commitments we make (the things others expect from us) are consistent with our personal values and beliefs. A teacher or student who sees education as a waste of time is unlikely to be able to successfully perform this particular role.
  5. Futures: Identities allow us to ‘see where we are going’ in terms of likely or hoped-for outcomes (what we want to achieve). A student identity, for example, has a future orientation: the role may be performed to achieve the goal of going to university, which requires the passing of A-level exams.

 

Beyond Milgram: Obedience and Identity

Thursday, October 6th, 2016

Association for the Teaching of Psychology review of our new film by Punam Farmah

So you think you know Milgram and his experiments, inside and out? Well, the chances are this film will get you thinking again.

Written by Steve Taylor and presented by Clare Parsons, this twenty-minute film is based around the original, re-interpretation of Milgram’s findings according to social psychology professors Alex Haslam and Steve Reicher. There is always a debate as to how dated much of the research on the specifications is, and how it can remain relevant to those studying. Milgram’s research has celebrated many anniversaries, and even now the hard hitting results cause questions and a pursuit of answers as to why we, as humans do some of the things we do. This film goes some way towards answering that with a contained unit of learning that will support and reinforce material that is delivered to students by making the study relevant and pertinent. Helpfully, the film is broken up into 3 parts which can be watched and discussed all together or shown over a number of lessons.

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Identity

Thursday, April 2nd, 2015

Although the distinction (and relationship) between personal and social identities is an important way of understanding this concept in A-level Sociology, if you want to take your understanding a little further you need to think about two additional, complementary, ideas:

1.Being: This way of thinking about identity focuses on how social identities, considered in terms of ideas like class, age, gender and ethnicity, are lived in terms of the meanings they are given in various cultures. “To be” male or female, young or old, middle class or lower class” and so forth involves understanding the various cultural characteristics and expectations associated with these identities. Having been given socially-ascribed statuses such as “young male” or “young female” you might want to reflect on the cultural associations and meanings they hold.

2.Doing: A second, more-nuanced, dimension to identity is the work we have to do in order to maintain such identities – both on a personal level (how do I interpret my identity as a young male or female?) and a social level (what do others expect from me once they understand this particular aspect of my identity?). Think about the work you have to do, as a young male or female, to maintain this particular identity. It might also be helpful to compare your ideas with your male and female classmates.

In this respect, if “being” involves understanding the cultural norms surrounding a particular form or aspect of identity, “doing” involves thinking about the work that has to be done to conform to, or challenge, these forms (and, in terms of the latter, the likely consequences of such challenges – how do people react, for example, to young men / women who attempt to step-outside these cultural identities?).As further reading, Harman and Cappellini’s (2014) study of middle-class mothers is a relatively simple way of understanding the relationship between identity being and doing because it illustrates how women work at both class and gender identities through everyday, mundane, activities such as preparing school lunchboxes for their children: “lunchboxes are cultural artefacts influenced by classed notions of good mothering”.