The dominant class after 1978

2022 ◽  
pp. 158-177
Author(s):  
David S. G. Goodman
Keyword(s):  
Dominant Class

Beyond Black Lives Matter

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
Robin D. G. Kelley
Keyword(s):  
The State ◽  
Slippery Slope ◽  
White People ◽  
Dominant Class ◽  
Black Lives Matter

Few activists who march behind the banner of Black Lives Matter conceive of their struggle as an appeal to white people for recognition, but until recently the movement’s objective echoed this implicit line of reasoning: if the dominant class, and/or the state, could just recognize that our lives matter, we would be treated differently. Such assumptions can easily lead us down a slippery slope of reducing five centuries of racism, slavery, and colonialism to a fixed ideology of anti-Blackness intrinsic to the European mind, or worse, mistaking a dynamic racial regime for negligence, ignorance, or “blindness” to our humanity, a humanity that requires a visible struggle to be seen. They can lead, that is to say, to a politics in which recognition takes precedence over revolution and reconstruction.

Lofs Wife Syndrome and Double Publics in South Africa

PMLA ◽  
2016 ◽  
Vol 131 (5) ◽  
pp. 1452-1461 ◽  
Author(s):  
Grace A. Musila
Keyword(s):  
South Africa ◽  
Dominant Class ◽  
The Real ◽  
Jean Paul ◽  
The Future ◽  
Privileged Class

In a Compelling Reading of Sol Plaatje's Native Life in South Africa, Bhekizizwe Peterson Remarks on the Work's Inscription of multiple imagined readers with different investments in the narrative (79). Quoting from Jean-Paul Sartre's reflections on the intricacies of addressing fractured, and sometimes future, publics, Peterson writes:[T]he works of writers who find themselves on the “margin of the privileged class” contain a “double simultaneous postulation,” a consequence of the “fracture” in the “actual public” in which their art is produced and consumed. Because the “real public” consists largely of the conservative forces that compose the dominant class and ideology, the marginal writer is compelled to address “the progressive forces, or the virtual public” even if “the oppressed classes have neither the leisure nor the taste for reading.” In engaging the future and its virtual public—“an emptiness to be filled in, an aspiration”—the writing exceeds its actual limits and extends itself step by step to the infinite. (81)

scholarly journals Pedagogy as Education to Active Thinking

2020 ◽  
Vol 54 ◽  
pp. e054009
Author(s):  
Gianluigi Segalerba ◽  
Oleg Yurievich Latyshev-Maysky
Keyword(s):  
Education System ◽  
John Dewey ◽  
Paulo Freire ◽  
Traditional Education ◽  
Common Point ◽  
The Self ◽  
Social Construct ◽  
Dominant Class ◽  
Traditional System ◽  
Political Foundations

   In our study, we analyse some reflections contained in the education thought of John Dewey, Paulo Freire and Peter McLaren. The three thinkers, with mutually different methods, have, in our opinion, as common point the intention to show that no education system is neutral in relation to the way in which societies are organised: all systems of education aim at the constitution of a particular kind of society through the formation of a corresponding mentality in the individuals. The ethical and political foundations of a society are mirrored in the education system: any reform of the society should, therefore, begin with the reform of the education system; furthermore, any reform of the society cannot be effective unless it is founded on the reform of education.  As regards Dewey’s observations, we concentrate our attention on his criticism of any education system based on the passivity of pupils and on the massification of students: Dewey steadily pleads for a system of education aiming at the individualisation of pupils. As regards Freire’s meditation, we point out Freire’s uncovering of the oppression exercised against the subaltern classes through the traditional education systems: the constant relegation of pupils of the oppressed classes to a condition of total passivity, which is the aim of the system of education described by Freire as the banking concept of education, destroys any sense and aspiration to autonomy in the pupils themselves. Self-depreciation of pupils is the result of the traditional system of education. McLaren points out that a correct system of education should have as its own aim the self-transformation and the empowerment of the students: educators ought to uncover the relations holding between knowledge, which is always a social construct, and the interests of the dominant class. 

Vandalism and Resistance in Republican Rome

2019 ◽  
Vol 78 (1) ◽  
pp. 6-24
Author(s):  
Penelope J. E. Davies
Keyword(s):  
Built Environment ◽  
Broad Spectrum ◽  
Political Activism ◽  
Public And Private ◽  
Dominant Class ◽  
The People ◽  
Republican Rome ◽  
Political Unrest ◽  
Violent Acts ◽  
Elected Representatives

As political unrest seethed in late Republican Rome, a series of violent acts were perpetrated against well-known buildings, public and private, by the people (the plebs) and their elected representatives, the tribunes. On the rare occasions when scholars mention these events, they tend to treat them as random, isolated acts of vandalism; conspicuously missing is any accounting for them in commentaries on Rome's built environment. In Vandalism and Resistance in Republican Rome, Penelope J. E. Davies assesses these acts against a broad spectrum of political activism over the ages, as well as in the narrower context of contemporaneous politics, when strict, exclusionary norms governed the sponsorship of public architecture. She argues that the destructive acts were, in fact, deliberate, ideologically driven attempts by Rome's less powerful to defy and circumvent the language of power established by the dominant class.

“You’re sitting on a hot soccer field drinking Gatorade…I’m sitting in a yacht club just enjoying the view, enjoying the drinks”: Parental reproduction of social class through school sport sailing

2020 ◽  
Vol 26 (4) ◽  
pp. 987-1005
Author(s):  
Anne Schmitt ◽  
Matthew Atencio ◽  
Gaëlle Sempé
Keyword(s):  
Social Class ◽  
Ethnographic Study ◽  
Upper Class ◽  
Dominant Class ◽  
School Sport ◽  
The Social ◽  
The Usa ◽  
Tactical Decision ◽  
Class Status ◽  
Teachers And Parents

This paper examines the utilisation of light sailing within school sport programmes in Western France and California. Sailing has been identified as a key activity for upper class participation in both France and the USA because it heavily involves intellectual skills, including preparation, tactical decision making, leadership and problem solving. Following on from this, we develop the social class concepts of Pierre Bourdieu (1979) to demonstrate how cultural and economic capitals are sought after and reproduced in comparative school sailing environments to maintain upper class social values and positions. We highlight interview commentary and field observations from a 1.5-year comparative ethnographic study of youth sailors and supporting adults, including coaches, teachers and parents. Our findings indicate that Western French and Californian upper class student sailors and their adult supporters are differentiated from each other in terms of how they prioritise either economic or cultural capital acquisition. This finding aligns with Bourdieusian conceptual distinctions of culturally dominant class and economically dominant class values and membership. Upper class status reinforcement and capital reproduction in these divergent ways reflects distinctive national cultures as well as social and economic structures underpinning youth/school sport and educational participation.

The Dominant Class Alignment

1974 ◽  
pp. 67-94 ◽  
Author(s):  
David Butler ◽  
Donald Stokes
Keyword(s):  
Dominant Class

Social Order, Cultural Capital and Citizenship: An Essay concerning Educational Status and Educational Power versus Comprehensiveness of Elementary Schools

1989 ◽  
Vol 37 (4) ◽  
pp. 668-705 ◽  
Author(s):  
Jan C.C. Rupp ◽  
Rob de Lange
Keyword(s):  
Elementary Schools ◽  
Social Order ◽  
Empirical Investigation ◽  
Historical Data ◽  
Social Background ◽  
Educational Status ◽  
Mass Education ◽  
Dominant Class ◽  
The Social ◽  
Dutch History

The question of whether education should be seen as an instrument of social order is an old topic in the social sciences. There exist several theories concerning this question. Two of these rival theories are dealt with in this paper. On the basis of each, historical data have been looked at anew and empirical research has been carried out into the prevailing conditions in the Netherlands. On the basis of the first theory, which was inspired by Bourdieu and which concerns economic, cultural (including educational) and social capital, data on the Dutch history between the seventeenth and the nineteenth centuries have been reanalysed with respect to the attitude of the diverse sections of the dominant class towards culture in general and the university in particular. Dutch history can be regarded as a national variant of the universal tensions between ‘culture’ and ‘knowledge’ and between ‘culture’ and ‘economics’ in human societies. On the basis of Bourdieu's theory it is assumed that under the prevailing social conditions elementary schools will differ in ‘educational status’ in the schools market. Empirical investigation confirms this hypothesis. The ‘educational status’ of elementary schools mediates (reproduces) almost all of the influence of the childrens' social background on their school career, and reinforces this influence. On the basis of the second theory, which is based on the work of Meyer, Boli and Ramirez, data on the Dutch history in the Enlightenment period have been reanalysed with respect to the rise of mass education. These historical data give substantial evidence to the theory that the construction of the nation-state is of decisive importance for the rise of mass education. Our empirical investigation, however, does not confirm the hypothesis that in the actual situation elementary schools differ in ‘comprehensiveness’. Neither schools nor parents are oriented towards integration. Rather, the contrasts seem to be getting sharper in the 1980s and the schools as well as the social classes seem to be distancing themselves further from each other. Various sections of the dominant class are busy strengthening their position of power in education. In short, the use of schools to constitute citizens does not lessen the pressure towards differentiation. Thus, the theory of Boli and Ramirez explains the rise of mass education, but cannot explain its social class bound form, a fact that can be explained very well by Bourdieu's theory. Therefore the theories of both Bourdieu and Boli and Ramirez should be regarded not as rivalizing, but as complementary.

Sign in / Sign up

Export Citation Format

Share Document