Learning ObjectivesLearning Objectives

WALTWALT To consider how social class relates to To consider how social class relates to

identity.identity. To evaluate categorisations of social class.To evaluate categorisations of social class. To explore how the process of To explore how the process of

Globalisation has lead to more of a global Globalisation has lead to more of a global identity.identity.

WILFWILFAbsorption Absorption

PostmodernismPostmodernismActivity 1Activity 1

The Post modernist approach argues The Post modernist approach argues that the diversity of values that that the diversity of values that influence behaviour in the UK mean that influence behaviour in the UK mean that identity has changed. Traditional roles identity has changed. Traditional roles have altered and patterns of behaviour have altered and patterns of behaviour are more difficult to recognise. List 10 are more difficult to recognise. List 10 examples that show that traditional examples that show that traditional patterns of behaviour still exist. For patterns of behaviour still exist. For example, household chores are still done example, household chores are still done mainly by womenmainly by women

Social ClassSocial ClassStarterStarter

What is your social class? Give What is your social class? Give reasons why.reasons why.

Social ClassSocial Class

It is an It is an objective realityobjective reality that can be that can be measured in terms of differing life measured in terms of differing life experiences and experiences and socialsocial opportunities for opportunities for people people

It is a It is a subjective experiencesubjective experience for people for people who have differing perceptions of what who have differing perceptions of what classclass means in terms of their own means in terms of their own identityidentity and who may take a sense of and who may take a sense of pride or shame from their perceived pride or shame from their perceived classclass position. position.

Social ClassSocial ClassActivity 1Activity 1

Create a list of characteristics that Create a list of characteristics that could identify a person’s could identify a person’s classclass: : examples might include education, examples might include education, wealth, consumables, leisure, dialect wealth, consumables, leisure, dialect and manners. Identify what and manners. Identify what behaviours are typical of upper behaviours are typical of upper classclass identityidentity and what of working and what of working classclass identityidentity

What Class?What Class?

What Class?What Class?

Social ClassSocial Class

It is this common sense view of It is this common sense view of classclass to to which most of us work. It has an which most of us work. It has an advantage in that it carries within in it advantage in that it carries within in it the understanding that the understanding that classclass consists of consists of socialsocial values and culture, as well as the values and culture, as well as the economic implications of a economic implications of a classclass position. It is also unsatisfactory in that position. It is also unsatisfactory in that it tends to be based on stereotypes and it tends to be based on stereotypes and does not fully describe the complex does not fully describe the complex reality of reality of socialsocial classclass. .

Social Class and IdentitySocial Class and Identity

Changes in the labour market and the Changes in the labour market and the class structure have meant that it has class structure have meant that it has become more difficult to identify become more difficult to identify someone by their class alonesomeone by their class alone

Increase in service industry.Increase in service industry. Decline of “traditional” manual work.Decline of “traditional” manual work. Increase in status of those with a “trade”.Increase in status of those with a “trade”. Many people work from home.Many people work from home. The increase in self employment.The increase in self employment.

The Working Class and The Working Class and AffluenceAffluence

In the 1960’s many of the working class In the 1960’s many of the working class became affluent and were able to became affluent and were able to purchase consumer goods and adopt purchase consumer goods and adopt lifestyles that were previously restricted lifestyles that were previously restricted to the upper and middle classes. to the upper and middle classes. However, just because someone could However, just because someone could buy a holiday did not make them middle buy a holiday did not make them middle class. However, it did mean that it was class. However, it did mean that it was harder to tell what social class a person harder to tell what social class a person belonged to. belonged to.

Social Class and IdentitySocial Class and Identity Group A- Professional workers (lawyers etc), Group A- Professional workers (lawyers etc),

scientists, managers of large scale organisations.scientists, managers of large scale organisations. Group B- Shopkeepers, farmers, teachers, white Group B- Shopkeepers, farmers, teachers, white

collar workerscollar workers Group C – 1. Skilled manual workers/high grade e.g. Group C – 1. Skilled manual workers/high grade e.g.

master builders 2. Skilled manual/low grade e.g. master builders 2. Skilled manual/low grade e.g. electricianselectricians

Group D – Semi skilled manual- e.g. bus drivers, Group D – Semi skilled manual- e.g. bus drivers, fitters.fitters.

Group E – Unskilled manual e.g. general labourersGroup E – Unskilled manual e.g. general labourers

Criticise this model of social class based on Criticise this model of social class based on occupation.occupation.

GlobalisationGlobalisation

Globalisation has increased cultural Globalisation has increased cultural diversity in the UK and beyond. The diversity in the UK and beyond. The increased mobility (movement) of goods, increased mobility (movement) of goods, services, labour, technology and capital services, labour, technology and capital (money) throughout the world have lead (money) throughout the world have lead to an increase in cultural diversity. to an increase in cultural diversity.

Write a paragraph explaining how the Write a paragraph explaining how the process of Globalisation has lead to more process of Globalisation has lead to more of a Global identity.of a Global identity.

Sport and Global Common Sport and Global Common IdentityIdentity

Traditionally, football was a working class Traditionally, football was a working class sport. The middle and upper classes sport. The middle and upper classes would prefer to play cricket. Football, the would prefer to play cricket. Football, the working class and hooliganism have gone working class and hooliganism have gone hand in hand. Cricket has traditionally hand in hand. Cricket has traditionally been viewed as an exclusive sport- not been viewed as an exclusive sport- not open to the ranks of the working class.open to the ranks of the working class.

How have developments in sport How have developments in sport contributed to a common global identity?contributed to a common global identity?

Activity 2Activity 2

How have developments in sport How have developments in sport helped to develop a common global helped to develop a common global identity? You can use the text book identity? You can use the text book on page 152/153 to help you.on page 152/153 to help you.

Sport and a Common Global Sport and a Common Global IdentityIdentity

Football and other sports now Football and other sports now operate as businesses.operate as businesses.

Many working class have gone on to Many working class have gone on to become rich because of their sport.become rich because of their sport.

International competition.International competition. The inclusion of developing The inclusion of developing

countries.countries.