scholarly journals PRIMITIVE ACCUMULATION, GROWTH AND THE GENESIS OF SOCIAL CLASSES

2009 ◽  
Vol 61 (3) ◽  
pp. 540-557
Author(s):  
Jean-François Jacques ◽  
Antoine Rebeyrol
Keyword(s):  
Social Classes ◽  
Primitive Accumulation

Of Nils and Nation: Selma Lagerlöf'sThe Wonderful Adventures of Nils

2008 ◽  
Vol 1 (2) ◽  
pp. 168-186 ◽  
Author(s):  
BJÖRN SUNDMARK
Keyword(s):  
Natural Resources ◽  
Ethnic Groups ◽  
School System ◽  
The State ◽  
Social Classes ◽  
State School ◽  
Linguistic Differences ◽  
Vested Interests ◽  
National Ideology ◽  
Selma Lagerlof

Recently past its centenary, The Wonderful Adventures of Nils (1906–7), by Selma Lagerlöf, has remained an international children's classic, famous for its charm and magical elements. This article returns to read the book in its original contexts, and sets out to demonstrate that it was also published as a work of instruction, a work of geography, calculated to build character and nation. Arguing that it represents the vested interests of the state school system, and the national ideology of modern Sweden, the article analyses Nils's journey as the production of a Swedish ‘space’. With a focus on representations of power and nationhood in the text, it points to the way Lagerlöf takes stock of the nation's natural resources, characterises its inhabitants, draws upon legends and history, and ultimately constructs a ‘folkhem’, where social classes, ethnic groups and linguistic differences are all made to contribute to a sense of Swedish belonging and destiny.

The Cornucopia in the Minefield

2020 ◽  
Vol 54 (1-3) ◽  
pp. 253-279
Author(s):  
Jennifer B. Spock
Keyword(s):  
Soviet Union ◽  
Individual Characteristics ◽  
Social Classes ◽  
Material Objects ◽  
Daily Lives ◽  
Building Projects ◽  
Holy Trinity ◽  
Spiritual Path ◽  
The Soviet Union ◽  
Limited Scope

Abstract The study of monasticism in Russia has found new acolytes since the dissolution of the Soviet Union. With the separation of the Soviet republics, religion became, and continues to become, a vibrant subfield of Russian studies. This article examines the problems inherent in attempting to grasp the day-to-day life of monks and monasteries given their individual characteristics, social classes, roles, and the wide variety, yet often limited scope, of various texts and material objects that can be used as sources. The vast source base is an embarrassment of riches in one sense, but problematic in another as prescriptive and normative texts must be understood in context. One important element that has not been directly addressed is the cacophony of sound, the interruptions, and the distractions of the constant activity of expanding cloisters in the sixteenth and seventeenth centuries. How did monks maintain their spiritual path and pious duties when on service expeditions outside the monastery: when engaged in salt-production, fishing, trade, rent-collecting, or other activities outside its walls? How intrusive were building projects, which abounded in the period, or even efforts to adorn the churches? How strict was oversight, or how weak? Such questions still need answers and can only be fully understood by integrating diverse source bases. This article uses Solovki, Holy Trinity, and Kirillov monasteries to exemplify the problems that remain in understanding the daily lives of monastics and their adherents within and without the confines of the cloister.

PERSPEKTIF JHON PAULO FREIRE DAN KI HADJAR DEWANTARA TERHADAP INTEGRASI INTELEKTUALITAS DAN MORALITAS PESERTA DIDIK DALAM MENYADARI KEMAJEMUKAN DI INDONESIA

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 73-83
Author(s):  
Ahmad Dahri
Keyword(s):  
Paulo Freire ◽  
Educational Process ◽  
Social Classes ◽  
Mutual Understanding ◽  
Human Beings ◽  
The Real ◽  
National Education ◽  
Purpose Of Education ◽  
Plural Society ◽  
Knowledge And Practice

The real purpose of education is humanizing human beings. The most prominent thing in humanity is diversity, plurality or multiculturality. Indonesia is a country consisting of a plural society. This should be realized by all individuals in this nusantara society. Providing awareness of the existence of mulitikulturalitas or pluralism can be pursued in the educational process. For the sake of this interest, then in the educational process there must be some kind of integralization effort between forming the intellect and morality of learners. The function of integralization of moral and intellectual education is to know more about diversity then combine with knowledge and practice with morality then achieve the purposes of national education. The conclusions or findings of Freire’s and Ki Hadjar Dewantara’s analysis approach are the absence of differences in the educational portion, the absence of social classes as the limits of education, and the educator has a role as teacher not only as a facilitator but also as a identifierin diversity and be honest about the history, there is a link between learners and educators, mutual understanding, learners receive teaching, and educators learn to understand learners, and this function is summarized in education for freedom and ing ngarsho sung tuladha, ing madyo mangun karsha, tut wur handayani.

The Land Question in India

2017 ◽  
Author(s):  
Anthony P. D’Costa ◽  
Achin Chakraborty
Keyword(s):  
The Political ◽  
Private Capital ◽  
Foreseeable Future ◽  
Primitive Accumulation ◽  
Neoliberal Capitalism ◽  
Accumulation By Dispossession ◽  
Land Question

Since the mid-2000s, proliferating “land wars” have exposed a contradiction between the land requirements of neoliberal capitalism and the political weight of farmers in India’s democracy. Whether, how, and for whom this contradiction is resolved constitutes India’s “new” land question. But this chapter argues that Marx’s “primitive accumulation” or Harvey’s “accumulation by dispossession” are inadequate to understand this conjuncture; and it advances the concept of “regimes of dispossession” as an alternative. It argues that from the early 1990s, India shifted from a regime that dispossessed land for state-led projects of material expansion to one that dispossesses land for private and decreasingly productive investments. This new regime, in which states have become mere land brokers for private capital, is arguably less “developmental” than its Nehruvian predecessor. The upshot is that India’s “land wars” are unlikely to dissipate any time soon; and the “land question” may be the largest contradiction for Indian capitalism for the foreseeable future.

Insolvent Women

2018 ◽  
Author(s):  
Asiya Siddiqi
Keyword(s):  
Nineteenth Century ◽  
Family Life ◽  
Social Classes ◽  
Social Standing ◽  
Indian Women

Our study of insolvency records affords a rare glimpse into the lives of women from different social classes and milieus in Bombay during the mid-nineteenth century. Contrary to colonial stereotypes of Indian women as trapped in oppressive patriarchal relationships, and as weak and helpless, we find that many had independent incomes, owned property, and enjoyed power in the domain of the home and family life. Women from wealthy merchant families actually owned and controlled much of the borrowed capital. We infer from the insolvency records that women who were not wealthy and worked for their livelihood also had considerable agency. In our study, about 38% of the women who petitioned the insolvency courts for protections were dancing girls, courtesans, and prostitutes who had independent incomes and were directly affected by the crash. The incomes of dancing girls and courtesans were low as a whole but varied greatly, as did their social standing and levels of literacy.

Orientations Toward Social Classes

1960 ◽  
Vol 65 (6) ◽  
pp. 585-587 ◽  
Author(s):  
Thomas E. Lasswell
Keyword(s):  
Social Classes

Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class

2021 ◽  
pp. 155545892098233
Author(s):  
Connor J. Fewell ◽  
Michael E. Hess ◽  
Charles Lowery ◽  
Madeleine Gervason ◽  
Sarah Ahrendt ◽  
...  
Keyword(s):  
Middle School ◽  
Elementary Schools ◽  
Social Class ◽  
School Districts ◽  
Critical Incident ◽  
School Setting ◽  
Social Classes ◽  
School Level ◽  
Diverse Backgrounds ◽  
First Time

This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.

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