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8/13/2019 Gb Basics II

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GESCHICHTE UND KULTURGESCHICHTE GROSSBRITANNIEN

BRITISH CULTURAL STUDIES/BRITISH CIVILIZATION STUDIES

Dr. Wolfgang Petschan April 2008

CULTURAL STUDIES AS AN ACADEMIC SUBJECT

1 Main aim of (British)Cultural Studies: the study of society (in Britain)2 Cultural Studies seeks to borrow (and occasionally to combine) methods of study and

strategies from traditional disciplines, but claims to be a discipline in its own right

3 Culture - four broad definitions:

A culture as developed state of mind

e. g. a cultured (civilized) person

B culture as the processof this development

e. g. cultural activities; cultural interests

C culture as the meansof this process

e. g. arts and all human intellectual work

D (sociologically) the whole way of life of a distinct peopleor other social groupsor

society (civilization)as a whole(Raymond Williams: CULTURE)

1 Two main types of the sociological study of cultureA the informing spiritof a whole way of life

e. g. language, styles of art, kinds of intellectual work: socio-cultural activities

B a whole social orderwithin which a specifiable culture evolves

2 Cultural Studies, then, seeks to combine all elements of the study of culture but primeemphasis is laid on the study of society as a whole even though the focus sometimes is on

single issues.

3 Cultural Studies treats culture as a democratisingsocial phenomenon: culture is not supposedto be an excluding element in Cultural Studies

4 Cultural Studies methodology and literature5 British Cultural Studies and the Birmingham Centre for Cultural Studies

Cultural Studies in America and the study of popular culture

Cultural Studies in Australia and the more sociological and ideological approach

6 Perspectives of Cultural Studies schools of the study of social cultures

7 Cultural Studies and Civilization Studies: two discourses on a given society, proceeding fromhistorical evolution and the current state of affairs


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GESCHICHTE UND KULTURGESCHICHTE GROSSBRITANNIENS

BRITISH CULTURAL STUDIES/ BRITISH CIVILIZATION STUDIES

APRIL 2004

THE BRITISH COUNTRY

1 TERMINOLOGY

2 PHYSICAL MAP

- Mainland Britain and the isles- Geographical identities- Myth of the island race- Geography and agriculture- Image of John Bull- Natural resources- Traditional and modern infrastructure- Geography and Britains strategic constellation- Britains geographic uniqueness

3 ECONOMIC MAP

- Trade as economic requirement- Industrial Revolution and industrialization of the British

Isles

- British traditional industries- Industrial restructuring- Agriculture and fishing

4 POLITICAL MAP: EVOLUTION OF THE UK

1066 Norman Conquest

1170/1 Anglo-Norman invasion of Ireland

1208 Loss of the Normandysovereignty of feudal England1284/7 Annexation of Wales1295 English overlordship to Scotland1536 Statutes of Wales1541 Henry VIII becomes King of Ireland1603 Personal Union of England and Scotland under

James I (James VI of Scotland)

1649 English Commonwealth including the British Isles1707 Act of Union with Scotland1800/1 Act of Union with Ireland1921 Government of Ireland Act/ Anglo-Irish Treaty


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5 NATIONAL DIVISIONS IN BRITAIN

1 Rise of the traditional British Nations: England

Wales

Scotland

(Northern) Ireland

2 People claiming a national status: Cornwall

Orkney & Shetland Islands (etc.)

3 Channel Islands and the Isle of Man

4 The Celtic Fringe and impact upon established Nations

6 MULTI-ETHNIC COMPOSITION OF THE UNITED KINGDOM

1 Celts (cultural varieties)2 Impact of the Roman Empire3 Anglo-Saxon influence4 Viking invasions in the east, north and west5 The Normans6 Jews7 Slavonic immigrants8 European9 Imperial and Commonwealth10 Other Third World Immigrations11 Emigration from Britain12 Return of former emigrants13 Multinational dimension + multiethnic dimension =

MULTICULTURALISM

7 POLITICAL CHARACTERISTICS OF THE UNITED KINGDOM OF

GREAT BRITAIN AND NORTHERN IRELAND

1 Constitutional Monarchy2 Liberal democracy of political pluralism3 Multicultural society4 Market economy5 Traditional society6 Member of the European Union (qualified)


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GESCHICHTE UND KULTURGESCHICHTE GROSSBRITANNIENS

BRITISH CULTURAL STUDIES/...GRUNDKURS

OCTOBER 2002

THE CELTIC FRINGE AND DEVOLUTION IN THE

UNITED KINGDOM

The CELTIC FRINGEcomprises Cornwall, Wales, the Isle of Man,

Cumbria (Lake District), Ireland, Scotland, the Orkneys and Shetlands.

-Celtic imagery and identityHistorically, Celtic territories were doomed to a subordinate role in mainland

Britain

Modern revival of Celtic heritage is closely linked to the rise of political and

cultural nationalism of the last three centuries in a unique way

Celtic nationalisms in the British Isles may have had similar experiences,

historically, and one and the same enemy, but their political aims have

differed -

Scotland: independence

Wales: cultural autonomy and representation (within the UK)Northern Ireland: reunification or union with the Crown

Historical colonialism and suppression in Britain provided for an unequal

preservation of traditions:

Wales: loss of historical identity overshadowed conservation and

revitalisation of traditions and heritage

Scotland: the Union with England allowed for the survival of quite

a few traditions (Presbyterianism, law and legal institu-

tions, language etc.)

Ireland/NI: traditions among the Catholic population basically re-

mained alive despite repressions

The home rule project for Ireland, which failed, alerted Scottish nationalists

to demand a similar pattern of autonomy and representation for their country


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DEVOLUTION IN THE UNITED KINGDOM

Devolution for the home countries is modelled on the imperial (colonial)

pattern: Dominions

As Home Ruleit meant some limited political and administrative autonomy

to be transferred to Ireland (which failed)

Britain has no federal tradition although some imperial structures in the

Empire suggest a high degree of federative organisation

The first home rule project implemented in Northern Ireland (Government of

Ireland Act of 1921)

The decline of the Empire resulted in the growth of political and cultural

nationalism in Scotland and Wales

The first devolution project failed in 1979

The second attempt to devolve powers to the Celtic countries by the New

Labour Government was much more successful. It is a political device tomeet the challenge of modernization and prevent serious political and

structural disruptions in the UK

The contemporary devolution project is indivisible: success in the Northern

Ireland peace process is inseparably dependent on the success of devolution

in mainland Britain

Scope of devolution (in Scotland and Wales):

* limited regional competence

* limited tax-raising competence

* Scottish Parliament and Welsh Assembly; elected every four

years on the basis some pattern of PR

* elected government with regional competence

* no separate representation abroad

* supremacy of Westminster


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Devolution has changed the political and constitutional landscape of

Scotland and Wales:

Coalition governments

major opposition by nationalist parties

Conservative Party politically marginalized for thetime being

political prospects for smaller parties

Devolution has aroused both hopes and illusions among the Scottish and

Welsh people about the future of their countries


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BRITISH CIVILIZATION STUDIES/BRITISH CULTURAL STUDIES

GREAT BRITAIN: (GRUNDKURS)

OCTOBER 2008

DEVOLUTION FOR NORTHERN IRELAND

A ESSENCE OF THE NORTHERN IRELAND CONFLICT

1 Cultural and political imagery of the Irish and the Northern Irelandproblem

2 Dimension of the Ireland Problem3 Northern Ireland a British problem, historically and contemporarily4 The Government of Ireland Act of 1921 and the Orange State5 Northern Ireland problem: religion and the clash of cultural traditions6 Northern Ireland and conflicting interests7 Political and ideological varieties and visions of Northern Irelands

future

8 Northern Ireland conflict, economic challenge and economic equality9 Northern Ireland and the European Union10Peace as prerequisite for political and ideological contest11The Northern Ireland problem and British devolution

B THE GOOD FRIDAY AGREEMENT OF 1998

1 Northern Ireland peace to create framework and basic structures ofpolitical and ideological contest


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2 International agreement by including the Republic of Ireland as aguardian of peace

3 Need to uproot terror on either side of the divide4 Britain and Ireland have been obliged to redefine their interests of

Northern Ireland

5 Will to political consensus and cooperation as conditions of peace.Northern Ireland political competence depends on advancing coopera-

tion and the construction of an acceptable constitutional framework in

all ethnic communities

6 Withdrawal of British troops from Northern Ireland and decommis-sioning of paramilitary structures on either side of the divide.

7 Referendum on and elections to a devolved Northern IrelandParliament and the creation of a new Northern Ireland Government to

reconcile the interests of all ethnic groups

8 Power-sharing between Catholic and Protestant political represen-tations with others eventually being included in the process

9 Permanent Irish-British Council and a Council of the British Isles10 Good Friday Accords of 1998 incorporates peace projects by previous

British governments since 1973; historical implications of the Home

Rule scheme of the XIX century.

11 Recent longer-term stalemate in the Northern Ireland peace process

and the (temporary) restoration of Direct Rule by Westminster and the

British Government

12 In 2008: political compromise between Ian Paisleys DUP and Sinn

Fein to form a power-sharing government

13The future of NI depends on the readiness to compromise politicallyon either side of the divide and to balance the still antagonizing

interests.


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GREAT BRITAIN (GRUNDKURS)

OCTOBER 2002

THE BRITISH MULTICULTURAL SOCIETY

A ESSENCE OF BRITISH MULTICULTURALISM

1 A political project to integrate ethnic/immigrant people into the con-

temporary British society

2 The multicultural society is a political objective3 British multicultural policies are rooted in legacy and heritage of the

Empire

4 Western cultural and political paradigm: a source of cultural conflict5 Multiculturalism as a political device to meet the challenge of both

globalization and economic requirements of modern society

B THE CURRENT STATE OF BRITISH MULTICULTURAL

SOCIETY

1 Proportion of people of non-British descent barely exceeds 5 to 8per cent

2 Strict immigration regulations (occasionally discriminatory even)based on clearly defined immigration legislation

3 Race relations legislations (1970s) to make racial discrimination ille-

gal. But racial prejudice is still a common feature in British society.

4 Controversial Nationality Act of 1983 (allegedly official racism em-

ployed)


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5 Variety of roots and reasons for ethnic immigration:(a) imperial heritage (subjects to the Crown)(b) private economic and other reasons(c) political asylum(d) invitation by British governments for economic considerations

between 1950 and the mid-1960s

6 Immigration by white people; status of EC residents and people inThe UK

7 Physical, economic and social geography of immigrant settlement inBritain

8 Political representation of immigrant interest in Britain9 Immigrant culture and multicultural diversity in contemporary Britain:

cultural impact upon white British culture

9 Multicultural education: challenge for British education; ethnic (reli-gious) schools and the National Curriculum

10 Immigrant contribution to wealth and advance of British society


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BRITISH CIVILIZATION STUDIES/ BRITISH CULTURAL STUDIES

INTRODUCTORY COURSE (GRUNDKURS)

OCTOBER 2002

CONSTITUTIONAL CONTEXT AND THE BRITISH

CONSTITUTION

PURPOSE OF CONSTITUTIONS

1 Constitutions as vehicles to organize modern societies

Glorious Revolution (1688/9) and King James

US Constitution (1787) and the French Declaration of the Rights of

Man and Citizen (1789)

Megalaw: set of rules, written and unwritten

Codified constitutions and uncodified constitutions

2 Functions of constitutions used in a variety of ways:

-to empower states

-to establish unifying values and goals (moral dimension)

-to provide government stability

-to protect freedom

-to legitimise regimes

3 Constitutions correspond to and are supported by political culture

4 Constitutions provide stability, but require adaptability and ability to re-

main relevant despite changing circumstances

5 Open code (constitution) and the dynamics of flexibility

CONSTITUTIONAL FRAMEWORK IN CONTEMPORARY BRITAIN

1 Uncodified constitution

2 English Revolution: Instruments of Government (1649) (Leveller consti-

tution of 1647)

3 Glorious Revolution: Declaration of Rights (1689)/Bill of Rights (1690)

4 Constitutional Amendments of the British Constitution

5 Sources of the British Constitution:STATUTE BOOK

COMMON LAW

CUSTOMS AND CONVENTIONS

CONSTITUTIONAL AUTHORITY

UNION LAW

6 Principles of the Constitution

7 Institutions of the Constitution

8 Charter 88 and the demand for a republican constitution in Britain9 New Labours constitutional reforms as a result of structural reforms

10The British Constitution and the European Union


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GREAT BRITAIN AN INTRODUCTORY COURSE

OCTOBER 2002

MAIN INSTITUTIONS OF THE BRITISH

CONSTITUTIONI THE BRITISH MONARCHY

ATHE CROWN AND THE BRITISH VIEW OF CHECKS AND BALANCES

1 The historical compromise and the alternative to political checks andbalances: the Monarchy as the embodiment and authority of the con-

stitution

2 The central position of the Monarchy is meant to connect and unite all

institutions of state power in Britain, but is exerting no real power

3 Queen in Parliament

Queen in BancoQueen in Government

4 Supreme constitutional authority lies with Parliament and the Govern-

ment (Prime Minister)

5 The myth of a monarchy has been a prime source for the construction

of identities throughout the United Kingdom

BPERCEPTIONS OF THE BRITISH MONARCHY1 That the King can do no wrong is a necessary and fundamental principle of the English consti-

tution. (William Blackstone, 1723-1780, judge)

2 The Sovereign has, under a Constitutional Monarchy such as ours, three rights: the right to be

consulted, the right to encourage, and the right to warn. (Walter Bagehot, 1826-1877, economistjournalist, constitutional authority)

3 The Monarchy is a labour-intensive industry. (Lord Harold Wilson,1916-1995, Prime Minister)4 The Monarchy is the oldest profession in the world. (Prince Charles, 1986)

5 Kings and such like are just as funny as politicians. (Theodore Roosevelt, 1858-1916, US-President)

CPRIME STAGES IN THE EVOLUTION OF BRITISH MONARCHY

1 House of Wessex2 Anglo-Norman age3 Yorkists and Lancastrians: the Wars of the Roses4 The Tudor era5 The Stuarts and the Age of English revolutions6 The Glorious Revolution: Orange dynasty7 Hanoverians and the House of Windsor


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DTHE ROYAL TITLE AND ITS IMPLICATIONS

1 Elizabeth the Second (ERII), by the Grace of God Queen of the United

Kingdom and Northern Ireland and her other realms and territories,Head of the Commonwealth, Defender of Faith

2 The seat of the Monarchy is the United Kingdom

3 Constitutional sources of the title

4 Forms of royal title

5 Royal representatives

EROLES AND FUNCTIONS OF THE MONARCHY

1 Political and cultural representation of the UK, the Commonwealth ofNations, the colonies and the Anglican (Scottish Presbyterian) Church2 Celebratory functions3 Ideological functions (e.g. traditional British society; Defender of

Faith)

4 Constitutional role5 Defender of moral, cultural and political unity of the people in Britain6 Royal Prerogatives

FTHE DILEMMA OF THE CONTEMPORARY MONARCHY

1 Abstract pattern, heritage and myth of the British Monarchy conflict

with the realism and challenges of life in modern Britain

2 Moral and ethic authority of the Monarchy are undermined by a variety

of events and other reasons

3 Political and cultural weakness of the traditional society in Britain

since the XX century

4 Constitutional reform and republicanism5 Obstructing and deconstructing role of the British media

6 Public discourse(s) on the future of the British Monarchy


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OCTOBER 2003

THE BRITISH WELFARE STATE

1 Long tradition of British welfare thinking:Levellers social project (Civil Wars, 1642-60)

Robert Owen (1771-1858), philanthropic industrial

Project; Owenism

2 The rise of political labour in Britain as another milestone

3 Welfare thinking and the established political parties of the XIX century

4 The Big Crash of the 1930s and its consequences

5 Impact of the German welfare tradition and the social experiments of the

Soviets and in Eastern Europe, and the struggle of British Labour in theXX century

6 John Maynard Keynes (1883-1946) welfare pattern for Britain

7 Structure of the British welfare State (1944 ca 1976)

a. welfare legislations of 1944b.political consensus beyond political and ideological dividesc. state responsibility for the welfare of British Societyd.mixed economy with a strong national economic sector and

economic planning (state intervention in the market)e. economic growth and full employmentf.National Health Systemg.National security network and pension schemesh.council housingi. national education system to provide equal educational

opportunities

8 Solidarity as overriding social and moral principle

9 Reasons for decline:(a) relative decline of British industrial

capacity

(b) national and global crises developments(c) rise of alternative market projects(d) decline of the Eastern projects(e) abuse and mismanagement of welfare(f) cultural and psychological problems(g)

a generational problem(h) globalization of market and business toto undermine national solidarity.


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OCTOBER 2003

BRITISH PARLIAMENT

A TERMINOLOGY

1 British Parliament2 Devolved Parliaments3 Local Parliaments county councils

borough councils

city/town councils

parish/village council

B ON HISTORY OF PARLIAMENT(ENGLAND)

1 Anglo-Saxon Witan/Witenagemot2 Anglo-Norman Curia Regis/Kings Council3 Magna Charta and the Great Council4 Rebel Parliament (1265)5 Kings (Edward II) Model Parliament (1296)6 Bicameral Parliament of the King ( after ca 1330)7 Reformation Parliament (1527-1542)8 Cromwells Parliament (1641-1653)9 Glorious Revolution, Declaration of Rights and English Parliament10 Union of Kingdoms: British Parliament11 Early Victorian Parliament and its Golden Age12 Modern Parliament predominated by political parties and Cabinet:

electoral dictatorship

C AUTHORITY OF PARLIAMENT

1 Sovereignty of Parliament2 Supremacy of the House of Commons3 Supreme legislative authority4 Highest representative authority5 Scrutiny of Government6 Budgetary authority


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D HOUSE OF COMMONS

1 Budgetary supremacy2 Electing Prime Minister and Government3 Legislative and constitutional initiative4 Scrutinizing Government5 Political Parties and Parliamentary Parties6 Elections to Parliament: Electoral system7 Electoral divisions, elected Members; The Speaker8 Her Majestys Opposition9 Minority representations(women, ethnic minorities)10 Reform of the House of Commons11 Sovereignty of Parliament and Membership in the European Union

E HOUSE OF LORDS

1 Limited legislative competence2 Scrutiny of Government3 Highest Court of Appeal/Law Lords4 Ecclesiastical competence/ Bishops5 Recommendation and counselling6 Variety of advice7 Reform of the Lords: reduction of membership

demotion of hereditary representation

selection of peers: predominance of life peers

political competencesunfinished reform of the House of Lords


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OCTOBER 2004

GOVERNMENT IN THE UNITED KINGDOM

(1) Structure of British government(s)

(2) All government in Britain derive from the outcome of elections:

Types of government: one-party governmentmultiparty government

(3) Functions of government: - managerial functions for society

- political management

- organizational management

- execution of Cabinet decisions (central)

(4) Principal organization of government: department

(5) Semi-independent departmental agencies

(6) Ministerial responsibility(7) Civil service

(8) Members of government and Parliament

(9) Size of government

(10) Shadow Cabinet: government in waiting

CABINET AND THE PRIME MINISTER

(1) Privy Council and evolution of status of Cabinet(2) Composition of Cabinet: Secretaries (heads) of major departments of

the government of the day

(3) Cabinet of the Prime Minister

(4) Ministerial responsibility and collective responsibility

(5) Functions of the Cabinet: both political and administrative-executive

(a) most important decisions;(b) business in Parliament;(c) arbitration;(d) oversight and coordination;(e) political leadership

(6) Instructions for the civil service

(7) System of Cabinet committees

(8) Power of the Prime Minister as political leader of the Cabinet:

(a) fixed powers(b) variable powers


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GREAT BRITAIN FOUNDATION COURSE (GK)

DECEMBER 2008

EDUCATION IN BRITAIN

A ON HISTORY

English Reformation and English educationScottish Presbyterian Reformation and Scottish education

Private education and social stratification

The liberal tradition in English education

First legislation in British education in 1870

1907 Fisher Act on secondary education

National differences and modifications in education in the UK

Development of a university system

B THE 1944 EDUCATION ACT (BUTLER ACT)

Education reform and the British welfare project

Compulsory free secondary education

Equality in British education

Broad educational democracy

Decentralized educational authority (local educational authorities)

Academic freedom and contents of education

Divisions in British education and social stratification along educationalstandards

Structure of secondary education in Britain

Abolition of the 11+examination, fair competition and the comprehen-

sive schools

Educational exhaustion of the Butler Act

Expansion of the system of higher education

C THE EDUCATION REFORM ACT (ERA) OF 1988Thatcherism and neo-liberal competitive capitalism

New challenge to labours skills

Enterprise Culture in education and the city technology colleges

Centralization of financial authority in education

Equal opportunities individual rights in education

National Curriculum

Student examination and assessments

Schools proficiency and national rankings of schools

Free enrolment and parental choice

Teacher assessment

Voluntary privatisation of education


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No fundamental change in the structure of school education but reloca-

tion of educational interest

Enlargement of the university sector

University ranking and assessment

Economic management and teaching

Student loan system

Further education collegesPrivate University of Buckingham

New schemes in vocational education and training

D EDUCATION IN SCOTLAND

Presbyterian tradition in Scottish education

Scottishness in Scottish education

Funding of Scottish education

Scottish universitiesDevolution and the nationalization of Scottish education

E EDUCATION IN NORTHERN IRELAND

Culturally (religiously) divided education in Northern Ireland

Religious predominance in education across the divide

ERA and Northern Irish standards in education

Northern Irish universities

Devolution and prospects for education

F EDUCATION UNDER NEW LABOUR

education, education, education and investment in human labour

Continuation and improvement of ERA

Efficiency of the institutions of British education

National curriculum standards

New Deal, occupational training and lifelong learning


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BRITISH CIVILIZATION STUDIES


WHAT IS HISTORY?

A THE HISTORIAN AND HIS FACTSCarr, E H (1988): WHAT IS HISTORY?, pp. 03-30.

1 The historian is inspired by his time and the environments value system.2 The main task is not to record but to evaluate historical facts.3 The past is not dead past.4

Historical facts never come pure.5 In reconstructing history the historian needs imaginative understanding of the historicalcontext.

6 The past is perceived through the eyes of the present.7 The historian cannot be neutral just as the past never was neutral.8 Historical knowledge is knowledge for some purpose.9 It is the historians obligation to remain true to the facts.10 The relationship between historical fact and the historian is one of equality.11 History is the continued process of interaction between the historian and his facts, an unending dialogue

between the present and the past.

B RE-THINKING HISTORYJenkins, K (1992): RE-THINKING HISTORY, pp. 05-26.

1 History is one of a series of discourses of the world.2 The object of enquiry is the past.3 History and past are different things.4 There are different readings of the past over time and space.5 History is the labour of historians.6 The totality of history cannot be covered by one historian.7 There is no fundamentally correct discourse of the past.8 History must be selective.9 History is a shifting discourse, the subjective dimension of an historians account is

overriding.

10 There is no absolute truth in history.11 History is guided by some purpose.12 History writing and the interpretation of history depend on conditions.


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GESCHICHTE UND KULTURGESCHICHTE GROSSBRITANNIEN

... GRUNDKURS ...

DEZEMBER 2009

HERITAGE AND ENTERPRISE CULTURE

In the 198os Prince Charles declaimed on both enterprise and heritage a new renaissance for Britain

can be built which is characterized by responsibility and vision and which can rebuilt the historical

sense of community and once again can make Britain a world actor.

Globalization is about the organization of production and the exploitation of markets on a world

scale.

Heritage is about the conservation and protection of tradition, the local and identity in the process

of restructuring British capitalism and British culture (Thatcherite reconstruction of

Britain).

Enterprise culture is about responding to the new global conditions of accumulation.

1980 and 1983 National Heritage Acts

English Heritage

1982 Heritage Educational Trust

National Trust for British heritage

Heritage is the term most frequently used in current popular mediations of history to recover the past

and pastness e.g. in buildings, artefacts and reconstructed action.

Role of the media in the construction of a new social value and meaning package.

The dominant influence on contemporary heritage culture has been the idea of the folk-museum and

the widespread interest in rural crafts and skills, and the open air industrial museums.

But museums should be items of social property; they have a value to the community.

Commercialization of the museum.

Tourism and leisure investment: leisure as spending.

Heritage can be fun.

Resurrection of a distant working past at the time of profound social reconstruction (service economy)

Hewison: Instead of manufacturing goods, we are manufacturing heritage.(Heritage Industry, p. 9)

Shopping as leisure; leisure as a major form of self expression and identity;

Theme parks, science parks

Commercialization of the urban space: Canary Wharfs on the Isle of Dogs or the Albert Dock in

Liverpool (Americanization).


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BRITISH CULTURAL STUDIES/CIVILIZATION STUDIES

GREAT BRITAIN BASICS

SUB-CULTURES AND YOUTH CULTURES

Sub-cultures

Youth culture

Rebellion and dissent: primarily a matter of the urban space; most rebellious cultures have their roots

in the working class background.

Aims of rebellion and dissent: search for identity; social and cultural security; rebellion against

established political and cultural value patterns and a refusal to conform to them since traditionally

mainstream culture is essentially middle class.

Rise of sub-cultures: economic improvements among working-class youth as an economic factor inpost-WW II decades;

English (British) Country-Cottage culture

Teddy boys

Mods and Rockers

Hippies

Bikers

Skinheads

Punks

RastafariansNew Age Travellers

Swampies (Eco-warriors)

Ragga, Goths, Pervs, Indie Kids

Fashion and Music: essential industries for the British market place and abroad;

Afro-Caribbean influence: race riots (of the 1980s)

Youth cultures follow a cycle

Each youth culture: a blend of previous youth and subcultures

gb basics ii

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