Learning Objectives

Learning Objectives WALT • To consider how social class relates to identity. • To evaluate categorisations of social class. • To explore how the process of Globalisation has lead to more of a global identity. • WILF Absorption

PostmodernismActivity 1 The Post modernist approach argues that the diversity of values that influence behaviour in the UK mean that identity has changed. Traditional roles have altered and patterns of behaviour are more difficult to recognise. List 10 examples that show that traditional patterns of behaviour still exist. For example, household chores are still done mainly by women

Social ClassStarter • What is your social class? Give reasons why.

Social Class • It is an objective reality that can be measured in terms of differing life experiences and social opportunities for people • It is a subjective experience for people who have differing perceptions of what class means in terms of their own identity and who may take a sense of pride or shame from their perceived class position.

Social ClassActivity 1 • Create a list of characteristics that could identify a person’s class: examples might include education, wealth, consumables, leisure, dialect and manners. Identify what behaviours are typical of upper classidentity and what of working classidentity

What Class?

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

Social Class and Identity Changes in the labour market and the class structure have meant that it has become more difficult to identify someone by their class alone • Increase in service industry. • Decline of “traditional” manual work. • Increase in status of those with a “trade”. • Many people work from home. • The increase in self employment.

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

Social Class and Identity • Group A- Professional workers (lawyers etc), scientists, managers of large scale organisations. • Group B- Shopkeepers, farmers, teachers, white collar workers • Group C – 1. Skilled manual workers/high grade e.g. master builders 2. Skilled manual/low grade e.g. electricians • Group D – Semi skilled manual- e.g. bus drivers, fitters. • Group E – Unskilled manual e.g. general labourers Criticise this model of social class based on occupation.

Globalisation Globalisation has increased cultural diversity in the UK and beyond. The increased mobility (movement) of goods, services, labour, technology and capital (money) throughout the world have lead to an increase in cultural diversity. Write a paragraph explaining how the process of Globalisation has lead to more of a Global identity.

Sport and Global Common Identity Traditionally, football was a working class sport. The middle and upper classes would prefer to play cricket. Football, the working class and hooliganism have gone hand in hand. Cricket has traditionally been viewed as an exclusive sport- not open to the ranks of the working class. How have developments in sport contributed to a common global identity?

Activity 2 How have developments in sport helped to develop a common global identity? You can use the text book on page 152/153 to help you.

Sport and a Common Global Identity • Football and other sports now operate as businesses. • Many working class have gone on to become rich because of their sport. • International competition. • The inclusion of developing countries.

Learning Objectives