Authors soci 305

Sulik and Keys

Syllabus as a tool for socialization

1. Documents pedagogical practices

2. Promotes student success

3. Shapes class climate

4. Stipulates expectations and obligations

Guhin

Whatever happened to socialization?

Functionalism —> parsons —> alternatives —> post funstionalist frame

Linsday and Dempsey

Names

• Names as symbolic capital, naming as a strategy to distinguish and socially locate children

• certain names associated with lower class ‘bogan’ names

• Gender performances: masculine identity symbolized by 1st name more strongly enforced than feminine identity (boys seen as more subject to teasing)

• Upper class – want to choose names to help their children stand out but not so much that they are teased

Van de Walle

Durkheim and socialization

*go back to summarize

Goffman

Impression management

Dramaturgical approach

Khan

Texts die because our thinking evolves

Goffman keeps his texts undead; writing through vivid analogy, accessible

All the world is not a stage

Mead

Self arises as an object in play and games

Organization of education organizes a child’s role/personality

The generalized other = the organized social group/community established in primary socialization which gives the individual its unity of self

Berger and Luckman

• 2 tiered socialization structure

• primary socialization

• Individual induced into society through internalization

  • ‘Taking over’ the world where others already live

Wiley

• Brings together mead and cooley

Scheff (in Wiley)

• Shame: major motivator in accepting/resisting other’s opinion

  Shame as dismantling self feeling

  Perceived opinion that might shame us will lead us to do anything to avoid the shame

Bakhtin (in Wiley)

Voice

• All voices multivocal; no simple/single voices

• Complex; effect on looking glass self also complex and alive

• Voice always means voices in dialogue

• Alone: person engages with internal dialogue

  • When interacting with another person, there's an interpersonal voice added ; 3 in dialogue

  • Self as dialogue rather than monologue

• Voices of oneself, others, and social environment, make one’s narrative

Reeves

Why are british elite?

• Political influence + Wealth = ruling class

• Power elite: people holding pivotal positions

  Heads of corporations and power elites work together to promote a favorable political environment for each other

  Wealth elite: positional + economic elites

Osbourne

Polished

• Polishing process: changes students identities

• Programming to make them more at ease in uni/professional spaces

• Habitus transformation: vocab, cultural references, tastes in clothing/food/media/extracurriculars

• Internal conflicts over shifting tastes/social mobility, feelings around legitimacy, intensive transformation

Farnham

Southern Belle

• Informal education shaping southern women’s roles in antebellum society

• Socialization/gender roles: Fdemale students socialized to embody traits of delicacy, gentility, and hospitality in the domestic sphere

• Informal education: social interactions/etiquette/cultural norms preparing women for their expectation of lives as wives/mothers

• Impact of slavery on education and institutions

• Contradiction of using a male-defined curriculum to educate females

Berardi

• Work developed with specific ability

• Selling of one’s time

  • Innovative labor = metal labor

  • Abstract labor = value producing time

  • More that jobs are simplified PHYSICALLY, the more nuanced the performer’s KNOWLEDGE?ABILITY

• Capitalist enterprise: invention/free will, investment of capital generating capital

• Quality of existence has deteriorated – loss of community/solidarity

Isacoff (Palmer and Schueths)

Severed from reality…

• Original severance: 

  • Capitalism; disconnected economy from larger society, all people experienced misery form it other than direct benefactors

  • Separating land from people

• Weber; capitalism just a flawed system, work in terms of bureaucracy, culture, relg

  • Dehumanism within capitalism

  • Protestant ethics; ‘callings’ in drive to achievement

  • Professionalism: Goffman’s impression management

• Sociological imagination can combat this capitalist system

  • Moving beyond individual level analysis, increase empathy, critical thinking skills, reunification of personal troubles and public issues

Gibran

Work is love made visible