class 6 powerpoint slides

Communities and People Robert Croker, Nanzan University

MY DEFINITION OF CULTURE

!   Culture is the dynamic construction of meaning. It is not a static, fixed body of knowledge or practices, but rather is constantly evolving, always in a process of becoming.

!   People, participating in groups and communities (that are always in a state of change), actively develop new cultural practices and construct new cultural products. These new practices and products develop from and contribute to the development of new cultural perspectives, or ways of understanding the world.

!   The purpose of fieldwork is to understand this process, to understand how meaning is (re)constructed.

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THE ICEBERG OF CULTURE

THE ICEBERG OF CULTURE

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KNOWING WHAT

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KNOWING HOW

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KNOWING WHY

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KNOWING WHO

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KNOWING WHO - Communities

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COMMUNITIES

!   COMMUNITIES are social groups or social contexts in which members of that community interact.

!   Communities vary in size: !   broader communities – national culture, language, gender,

race, religion, socio-economic class, or generation

!   narrower communities – a local community group, a university club, a company, a family

!   Communities are not isolated, but co-exist with other communities. They are in different relationships with one another: separation, cooperation, collaboration, conflict – and these change over time.

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COMMUNITIES CULTURE

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COMMUNITIES CULTURE

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COMMUNITIES CULTURE

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KNOWING WHO - People

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PEOPLE

!   PEOPLE are the individual members of the community.

!   Each person is a distinct mix of belonging to a number of communities on the one hand and having individual experiences on the other.

!   Culture exists both in the communities (groups) and also in each individual member. That is, culture is both collective and individual – it is both social and psychological.

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PEOPLE CULTURE

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EXPLORING CULTURE

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Changing Communities Changing People

Steps in Research Beginnings:

Look for things that are the same and for things that are different.

Second step:

Find connections between different parts of people’s experiences.

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1930s to 1950s Beginnings:

Look for things that are the same and look for things that are different.

How did children entertain themselves in the early Showa period and in the later Showa period.

How did that affect relationships between children, and between children and older people?

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1930s to 1950s Beginnings:

Look for things that are the same and look for things that are different.

How did children entertain themselves in the early Showa period and in the later Showa period.

How did that affect relationships between children, and between children and older people?

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1930s to 1950s CULTURE

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1950s Comics Second step:

Find connections between different parts of people’s experiences.

What images are there in comics in the 1950s?

How do those images reflect what is happening in the broader world.

What did that mean for children growing up in the 1950s?

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1950s Comics Second step:

Find connections between different parts of people’s experiences.

What images are there in comics in the 1950s?

How do those images reflect what is happening in the broader world.

What did that mean for children growing up in the 1950s?

CULTURE

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1950s Comics CULTURE

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1960s Student Life Beginnings:

Look for things that are the same and for things that are different.

Second steps:

Find connections between different parts of people’s experiences.

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1960s Student Life CULTURE

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Beginnings:

Look for things that are the same and for things that are different.

Second step:

Find connections between different parts of people’s experiences.

1960s Student Life CULTURE

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1960s Student Life CULTURE

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Sociology A big question:

How does belonging to a group change an individual’s behavior (practices) and identity (perspectives)?

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Sociology Another big question:

Over time, how do changing products and practices affect perspectives?

Over time, how do changing communities affect perspectives?

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Sociology A third big question:

Does change primarily come from changes in technology [products and practices] like the TV, rockets, computers, the Internet) …

… or does change primarily come from changes in ideas [that is, perspectives] like democracy, freedom, free trade, consumerism, and feminism?

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