Acute Loss and the Social Construction of Blame

2005 ◽  
Vol 13 (2) ◽  
pp. 149-167 ◽  
Author(s):  
Daniel D. Martin

Using interview and observation data from white and African-American parents of murdered children, this article explores a primary social process accompanying acute loss: the social construction of blame. Findings reveal that race and class are primary forces that shape not only the experience of loss, but also attributions of cause, designations of blame, and the construction of post-mortem identities. While poor Black informants encountered avoidance strategies on the part of authorities (e.g., police) when their child was murdered, whites and upper middle-class Blacks received emotional support. This differential treatment by authorities led to either legitimate or disenfranchised grief, both of which were addressed by the strategy of “sanctification,” a form of emotion work.

Author(s):  
Isabel Corona Marzol

The 'Family' stage -the lines devoted to the surviving members of the deceased's family- is a 'constant element' (Hasan 1985) in obituaries. The present study is built up around the structural analysis of genres as developed by Bhatia (1993, 2004), Hasan (1985), Martin (1985, 1992), and Swales (1990). The purpose of this study is to bring a social explanation or understanding to bear on the textual description of the 'Family' stage from a corpus of obituaries published in more than two hundred American and British newspapers collected over a period of three years. The research process has developed two more steps. First, following Huckin's (2004) notion of content analysis, quantitative and qualitative modes have been applied, trying to identify the content which is not manifest. Secondly, the identification of 'textual silences' (Huckin 2002) is followed by an exploratory ethnographic analysis (Scollon 1998) on two case studies. This multi-staged analysis is aimed at a more comprehensive account of the obituary genre as a social process (Kress 1993). It shall be argued that the 'Family' stage encapsulates one of the most controversial topics of our time.


2002 ◽  
Vol 72 (2) ◽  
pp. 177-206 ◽  
Author(s):  
Jennifer Jellison Holme

In this article, Jennifer Jellison Holme explores how parents who can afford to buy homes in areas known "for the schools" approach school choice in an effort to illuminate how the "unofficial" choice market works. Using qualitative methods, Holme finds that the beliefs that inform the choices of such parents are mediated by status ideologies that emphasize race and class. She concludes that school choice policies alone will not level the playing field for lower-status parents, as choice advocates often suggest.


2016 ◽  
Vol 10 (1) ◽  
pp. 323-339
Author(s):  
Sarah Trask

Classroom communities in Saskatchewan are becoming increasingly diverse. Given that teachers may di er in race and class from many of the students whom they teach, the author asserts that teachers bene t from an exploration of the social construction of their identity. She tells stories of her experiences as a teacher on the school landscape in order to foreground her positioning and to interrogate well- meaning fumbles that she has made. Providing recent and relevant examples in a Canadian context, the author examines the consequences of social strati cation, such as de cit thinking by teachers and institutional racism in schools. She concludes that making the exploration of identity central in teacher education has the potential to promote authentic community in schools and classrooms.


Author(s):  
Chris Warhurst ◽  
Chris Tilly ◽  
Mary Gatta

There are a number of theoretical positions that inform analyses of skill. One such position is the social construction of skill. When it was first proposed it was driven by feminist concerns about the sex-typing of jobs and women’s exclusion from jobs labelled as skilled. This chapter offers a new social construction of skill. It appreciates that the old social construction of skill has not disappeared but points out that the context within which this construction occurred has changed, with weaker labour unions and the decline in the manufacturing industries. With more service jobs and stronger employers, the chapter argues that in the wealthier countries there have been two shifts: a shift in how skill has been defined and a shift in who has the power to define it. Focusing on gender, race and class, the chapters explains how the social construction of skill has been restructured in three ways. First, more importance is attached to ascription of skill. Second, who is and isn’t deemed to be skilled has changed. Third, the lines between achieved and ascribed skill are increasingly blurred. The chapter finishes by suggesting ways in which the discrimination arising from this new social construction of skill might be addressed.


Discourse ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 83-95
Author(s):  
Junkai Jin

Introduction. The purpose of the paper is analysis of the humanity perception of material objects that are used as food, from the point of view of sociology, and analysis of material relations of entry-level (people and material objects recognized as the food), in which the social construction and impact of social engineering to limit the actions of people in public life. The novelty of the author’s approach is to allocate reverse the effects of nutrition on human behavior as a factor of social process.Methodology and sources. In this paper, for the analysis of social practices of nutrition as a social process used to conceptual design of “social construction” from the point of view of the sociology of things the sociology of knowledge and sociology of nutrition. The analysis of the authors’ works that address issues of social construction (Durkheim, Latour, Berger, Luckmann, Schütz, etc.).Results and discussion. According to the study author proposes a classification, according to which the social construction of power is divided into three types (levels). Nominative type is elementary awareness of the substances. Measurement type is further systematization of knowledge about food and the actions relating thereto (the distinction between substances on the basis of edibility, the establishment of various foundations products or their social attributes, defining the main ways of making food). Institutional type is determining in what form to carry out actions with the products and everything associated with them (the emergence of order meals and nutrition, the overcoming of primitive naturalism in power).The hypothesis is expressed and investigated that each level of the design is conditioned by the social and structural environment interaction of the actors.Conclusion. It is stated that in the modern system of nominative power, and measuring the types of institutional design are in a state of complex interdependence, since over time a system of knowledge, constructed by the forerunners, turned into a “cash knowledge” with the result that subsequent generations gradually ceased to distinguish between the complexity of multilevel social constructions of reality.Formulated thesis is that the analysis of the social construction of reality should help to better understand the social nature of food, in particular, to answer the question: how do food products are social constructions, as they are created by our consciousness under the influence of the existing “cash” system of knowledge as constructed, their properties (their tastes), which, as it turns out, are not so much biological, but also socio-cultural properties.


2017 ◽  
Vol 13 (4) ◽  
pp. 70-82
Author(s):  
Scott Grills

The article examines the social processes that accompany the social construction of value within subcultural settings. Taking the evaluation of university essays as the case-at-hand, this paper argues for the importance of attending to the generic social process of assigning evaluative meaning. Specifically, this article locates these processes relative to the themes of: 1) socialization of new academics, 2) contextualizing the essay pedagogically and pragmatically, 3) grades as currency, 4) recipes of action and meaning-making, 5) assigning grades, and 6) managing troublesome cases. The collective work that we do to rank, sort, evaluate, and determine the relative worth of social objects reflects a set of processes that are to be found in multiple settings. This article contributes to our understanding of these rather central everyday life activities.


Temida ◽  
2008 ◽  
Vol 11 (2) ◽  
pp. 5-19 ◽  
Author(s):  
Aleksandar Jugovic

The paper deals with the analysis of stigmatization as a social process. The main purpose is to explain multidimensional aspects of stigmatization. This paper reviews the key theoretical roots of ideas about stigmatization as a social process and explores a notion of social deviance, as well as the social construction and production of the deviance. The analyses indicate the main dimensions of stigmatization as a social process. These are following dimensions: time, spatial or socio-cultural, socio-stratification, gender-consequential, ideological-political, reactive and socio-psychological dimension. .


2021 ◽  
pp. 089692052199209
Author(s):  
Zaheer Baber

In this article, the concepts of ‘racialisation’, ‘racial projects’, and ‘racisms’ are deployed to analyse the social construction of distinctive groups and the dynamics of group conflicts in India where the white vs. non-white binary as the key element of race relations does not exist. My main argument is that in India the racialisation of specific groups constructs racial categories that intersect with class relations, to produce inequalities and struggles over material and non-material resources. A related argument is that despite the seemingly seamless braiding of race and class, it is in fact class that plays a more significant role in producing as well as sustaining racialised social inequality.


1992 ◽  
Vol 37 (11) ◽  
pp. 1186-1186
Author(s):  
Garth J. O. Fletcher

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