Prelim Society + Culture: The Social & Cultural World

The Fundamental Concepts (5 fundys)

Society

Human relationships from small groups to large systems

Persons

The individual human; their relationships with other persons and with society, culture and the environment through time

Environment

where people live and work
the interaction between people and their environment
people’s perceptions of the environment
actions to improve their environment * Example: We live in Sydney, we go to a school environment, home environment

Culture

reflected in customs, values, laws, arts, technologies and artefacts
their way of life * Example: eshay culture, indian culture

Time

The continuous passage of existence; perceptions of the past, present and future

\n \n Additional Concepts

Identity

The sense of self formed over time from a personal, social and cultural level * Example: Isabella being introverted is part of her identity. Millie being french is part of her identity.

Gender

Socially constructed differences between females and males

Globalisation

integration and the sharing of goods, capital, services, knowledge, leisure, sport, ideas and culture
between countries brought about by improved technologies * McDonald’s

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Authority

The rights to make decisions and to determine, adjudicate or settle issues and disputes in society * Police have authority over citizens * Principal has authority over students * Parents have authority of children

Power

The ability or capacity to influence or persuade others to a point of view or action to which they would not normally agree * Politicians

Technologies

The tools that we use to assist our interactions in society * Phones, the internet. Social media

Extended Definitions

Society * people, groups, networks, institutions, organisations + systems * aspects of society include local, national, regional and international * people belong to informal and formal groups

Culture * shared knowledge, attitudes + behaviour * demonstrated through beliefs, customs, values, normalities, rules, law, art, technology * Continuously changing

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Persons * we develop in social and environmental setting * influenced by groups and people. (+ other factors like religion etc) * communication, sharing values/beliefs are interactions * identity of a person is result of interaction at micro, meso and macro level

Environment * physical settings * attitude to environment greatly differentiate between people * environment can generate culture * urban, rural, coastal, inland, isolated

Time * Every person, society, culture and environment is changing with time * can be examined as past, present and future * drawn from past events and influence our ideas about the present * best studied in context – last century, this century, and pre- and post-events – or as a particular decade. * studied in relation to continuity and change.

Power * ability or capacity to influence or persuade others to a point of view or action * Exercising power is important in initiating or preventing change.

Authority * linked to power and the right to make decisions and to determine, adjudicate or settle issues and disputes in society * legitimate use of power * important in the process of decision-making and in initiating change and maintaining continuity

Gender * the socially constructed differences between females and males. * Social life is organised around the dimensions of gender * Includes family life, roles, work, heaviour and other activities * Ideas of masculinity and femininity * Examples: Male and female??

Identity * sense of self * can be viewed from personal, social and cultural level * formed over a period of time * result of interactions at micro, meso and macro levels of society * factors that make up our identity include: gender, sexuality, family, class, beliefs, ethnicity

Technologies * The tools that assist interactions * Initiaties change at all levels of society * Constantly changing and adapting * Facilitate interactions between different levels of society

Globalisation * Integration and sharing of goods, capital, labour, services, knowledge, leisure, sport, ideas and culture * Evident in global patterns of consumption and consumerism * Assisted by tech and media

Continuity * Consistent experience of cultural elements in a society across time

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Change * Modification of cultural elements in a society

Modernisation
Dynamic social change
Adopting “advanced” societies characteristics
Example: Migrating from country to city, technology

Sustainability
Meet needs without jeopardising future planets.
Ecological balance
Example: Using sustainable energy sources such as solar, wind

Tradition

Cultural practices and beliefs

our thinking,
language
behaviour

Beliefs
opinions or ideas we believe as the truth

Values

Deeply held ideas and beliefs that guide out thinking, language and behaviour

Empowerment
Social process that gives power or authority to people
All levels of society
Micro * Parents empowering a child to be confident and play sports
Meso * Me too movement, RU OK?
Macro * Empowerment in media?

Westernisation

Social process where the values, customs, and practices of Western industrial capitalism are adopted to from the basis of cultural change

Cooperation

Ability of individual members of a group to work together to achieve a common goal

Conflict

A perceived incompatibility of goals or actions

\n \n Micro, Meso and Macro \n

Micro-level society

Where individuals' everyday actions and social interactions occur. The realm of the person
Families, small-scale social groups

Meso-level society

where individuals interact within groups * schools, communities, faith based groups and neighbourhoods, and workplaces at branch and state levels.
Larger groups that interact directly with the individual.
focuses on relationships between middle-level social structures and the individual

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Macro-level society

larger scale aspects of society
observe the wider social structures, social processes and their interrelationships * Media * Law * NESA * Workplace institutions * The government * Transnational corporations such as McDonald’s and Coca Cola
Helps shape the social and cultural world

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Types of cultures / societies

Hybrid society: A society that comprises a range of social and cultural influences and components rather than having a homogenous identity.

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Multicultural society: a society that has many different ethnic or national cultures mingling freely. It can also refer to political or social policies which support or encourage such a coexistence. * Australia

Monocultural society: A society that excludes external cultural influences and practices only the traditions of one culture. Exists by racial homogeneity/nationalistic tendencies/isolation. * North Korea, Japan

Multicultural and hybrid nature societies

A multicultural society is one in which diverse ethnic groups and cultures are given the opportunity and right to live in a shared context
The practice of accepting cultural diversity is also known as ‘cultural pluralism’
Contrasts with one where assimilation is the norm - where migrant groups are expected to conform to the values and behaviours of the majority culture and discontinue their own
Multiculturalism is an approach/ideology/concept, whereas hybrid is a description of what society is actually like, the reality.

\n Acculturation, Enculturation, Assimilation \n

Acculturation:
When members of one cultural group adopt the beliefs and behaviours of another group. May involve direct social interaction or exposure to other cultures through mass media.
Maintains own distinct culture
Example : * The adoption of Mexican, Chinese and Indian cuisine within the United States alongside traditional mainstream [tw] foods * A traveller adopting cultures of the country they are visiting

Enculturation:
The process by which an individual learns the traditional content of their own culture and assimilates its practices and values.
Example: * A Greek person learning greek and eating greek pasta at recess cooked by their greek grandma that their friend did not want to try bc shes greekphobic * A western parent teacher her child to use a knife and fork * Asian parent teaching child to use chopsticks

Assimilation:
A gradual process by which a group belonging to one culture adopts the practices of another, thereby becoming a member of that culture.
Original culture is abandoned
Example: * Australian British and Indigenous Australians (loss of language and culture). Dominant culture sends and force culture on minority cultures * Basically any time there was colonisation

\n \n Research methods

Quantitative Research * specific data from a large sample of population * info collected by counting * can be put into numbers (percentages, tables, graphs) * researcher is not necessarily known to the participants * participant characteristics can be hidden from the research

ADVANTAGES: easy to collect mass data, able to compare data, non biassed data, structured

DISADVANTAGES: researcher cannot interact closely with participants, can overlook broader themes/concepts

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Qualitative Research

Collecting non-numerical data
Useful for: * individual and small group studies * In-depth information * How and what people think and feel * Can ask for elaboration
Disadvantages: * Usually hard to analyse * Difficult to collate * Usually had to maintain anonymity * Time-consuming

Main Features of Qualitative Research

Usually a small sample and not randomly selected
Interactive process
Participants’ characteristics may be known to the researcher
Narrative report with conceptual description of behaviour, values, attitudes and beliefs
Contains direct quotations from research participants
Invaluable for the exploration of subjective experiences
Relies heavily on the researcher’s interpretive skills to understand the complexities of findings
Direct quotations from documents and from participants can be utilised

Benefits

For studies at the individual or small group level
For finding out, in depth. How and what people are thinking and feelings

Limitations

Analysis of qualitative data requires is more challenging quantitative
Sorting information is more difficultQuantitative

Research Methods

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Quantitative research

Method	Defintion	+	-
Questionnaire	Use close ended questions or rating scalesFindings can be counted as statistics (quantitative)	Defintive answersEasily quantifiable	Lack detailNo elaboration
Content Analysis	Detect and countData collected in this way can be quantified.	Wide range of mediums	Info can be contradictory \n Time consuming
Statistical Analysis	Examines statistics Make generalisations and extrapolate trends	Definitive answersEasily quantifiable	Lacking detailTime consuming
Observation	Detects and counts where the data collected can be quantified	Definitive answersPrimary data	Time consumingHuman error
Participant observation	Participant observation is when the observer interacts with the group and records theinformation afterward.	Primary data \n	Lacking detailCannot determine cause \n Human error

Qualitative Research

Method	Defintion	+	-
Questionnaire	Open-ended questions gathers qualitative responses	Provides detail / elaborationEasy to tailor focus	Answers may lack clarityTime consumingCan be contradictoryDifficult to collate
Content Analysis	Used to analyse and interpret meaning	Easy to tailorWide range of mediums	Time consumingContradictory
Interview	This method involves the researcher and the interviewee in a one-to-one situation	Can come up with questions to clarify any details brought upCan provide opinion, especially expert opinions	Time consumingCould contain bias
Focus group	A research method used to collect data from an in-depth planned discussion of a defined topic held by a small group of people brought together by a moderator.	Provides a range of perspectives	Can get out of controlConflicting personalities
Secondary research	Using research from other researchers	Can provide alternate perspectives	May not fit niche topics
Participant observation	Participant observation is where the researcher is immersed in the action being observed and his or her role as researcher is not obvious.	Little to no biasPrimary research	Can be ethically incorrect if those being observed are unaware that their actions are being recordedCannot ask for elaboration Human error
Case study	In-depth study of a group	Primary research can be contained	??

\n \n \n Ethical Research

Social and Cultural researchers are expected to conduct research in an ethical manner.

The principles of ethical research:

This promotes trust that the information collected will be used responsibly and will be treated with respect and confidentiality
If the respondents feel comfortable with the ethical research process, they are much more likely to offer replies to questions and therefore genuine knowledge can be gained by the researcher.
Applies to both primary and secondary research

We can do this by:

Informing prospective research participants about the procedures you wish to conduct
Informing them about any risks involved in research
Obtaining clear consent from research participants
Not putting participants in awkward situations
Not asking participants to talk about sensitive topics that may make them uncomfortable
Considering special needs of any vulnerable groups e.g. children
Ensuring that there is nothing covert associated with the research.
NOT PLAGIARISING

Analysing Ethically

be aware of any assumptions or biases that could underlie the research
Data must be analysed without the intent of looking for evidence to prove or support any preconceived ideas

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Society as a social construct that develops over time

**Syllabus Definition for society as a construct: \n **“Society is actively and creatively produced by human beings rather than being given or taken for granted”

The social world and how we perceive qualities such as gender, and adolescence are creations of what we want our lives and behaviours to be. These constructs are not static and can evolve.

Examples:

Gender Roles
The 1950’s role of Western women is typified by the housewife whose domain was the kitchen and raising children. Conservative and demure.
These gender roles have been redefined from the women’s liberation feminist movements.
Macro Level:
Educational and political systems changed the way they operated.
Laws were changed to improve opportunities for women
Changes in the way women were portrayed in film, song and advertising
Changed laws do not necessarily lead to a change in attitudes
Meso Level:
Group attitudes towards gender

Micro Level:
Family attitude towards gender

Social Norms:

shared understanding of what is normal

Social Structure:

Social systems and institutions
Includes work family, schools. Govenment, economic and political systems

Socially Constructed:

The concept that society is built by individuals and groups through various social processes by which we learn the norms, customs and values of our society.

Social Construct:

A socially created aspect of social life.
society is actively and creatively produced

Socialisation:

the process of transmission of culture from one generation to the next
the ongoing social process by which we learn the norms, customs and values of our society.

Social and cultural literacy:

The qualities of a socially and culturally literate individual:

Applies skills to achieve social inclusion and is aware of issues of discrimination and prejudice.
Is aware of, and sensitive to, major national and global issues such as poverty, disease and conflict, including armed conflict.
Empathises with and appreciates the diverse beliefs and values of different societies and cultures.
Is interested in, observes and asks questions about the micro, meso and macro levels of society
Researches effectively and ethically, showing critical discernment towards information and the media
Communicates effectively with individuals and groups and works cooperatively in a cross-cultural environment
Avoids making judgements of another culture’s practices using the values of their own culture
Has a sense of social responsibility and displays the citizenship by engaging critically with social issues, and takes considered action for the welfare, dignity, social justice and human rights of others at the local, national and global levels
Considers the impact of globalisation, technologies and rapid change, as well as continuity and its implications for the future

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Personal experience refers to the knowledge gained from reflecting on individual experiences.

Public knowledge refers to general knowledge and the knowledge available to everyone.

The term also refers to all the knowledge found in the public domain that is the work or research of other people.

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Social Expectation

Concepts
Persons, Society, Culture
Gender, identity, power, technologies, globalisation
Behaviour is shaped by expectations
Offensive actions are met with negative reactions, alternatively positive actions are rewarded
For example, in Australia, it is considered polite to say ‘please & thank you’ however this is not universally accepted. In Indonesia it is not an expectation to say ‘please’. * An example of people learning and adopting these social expectations are parents saying “what’s the magic word” when a child asks for something. * Example: gender stereotypes about social roles, causes women to be expected to behave altruistically
Social norms are part of the fabric of social expectations.
Consequences are developed to reinforce the acceptance of norms - detentions, grounded
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Micro & meso interactions such as talking, smiling, agreeing / disagreeing
Macro - communications technologies such as social media creates a macro-world interaction, the worth of this communication is determined by the expectations and judgments of those who observe it,

\n \n Case Study: Asylum Seekers/ Refugees

Concepts:

conflict/cooperation
Power, authority, influence and decision making

What causes them to migrate:

Conflict (war)
Famine
Poverty
Social inequalities
Political tension

Socially valued resources(SVR) they do not have:

Adequate housing
Education
Justice system
Employment
Healthcare
Technology

Extra info:

Country shopping - choosing which country to migrate to?
Australia does not want refugees and has made it very clear, stops them from entering our borders

Perceptions of asylum seekers and refugees

Influences on individuals’ perceptions of others * Education and components of the syllabus * From family or information relayed to them by their peers * The legal system * Politicians * Media
Macro level - groups opposing the government’s stance speak publicly about the conditions under which detained asylum seekers are held, trying to engage the empathy of the Australian public
How attitudes of group members towards other groups influence their behaviour * Stereotypes, prejudice, and discrimination * Myths portrayed as truths, relayed through the media and politicians * Some are presented in parliament or on news platforms
Myths * Boat people are illegal immigrants * Asylum seekers get five star accommodation in detention centres * Turning away asylum seekers protects our country against terrorism

Identify the three myths just covered and explain the truths associated with these myths
Explain how these myths influence society’s attitude towards refugees and asylum seekers.
Create a list of commonly held stereotypes that you previously believed regarding asylum seekers and refugees
Determine where these perceptions were created
Explain the way that myths can lead to prejudice, discrimination or stereotyping