Culture and Materialism : Raymond Williams and the Marxist Debate
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Understanding the Value of Arts & Culture | the AHRC Cultural Value
Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska 2 Understanding the value of arts & culture The AHRC Cultural Value Project Geoffrey Crossick & Patrycja Kaszynska THE AHRC CULTURAL VALUE PROJECT CONTENTS Foreword 3 4. The engaged citizen: civic agency 58 & civic engagement Executive summary 6 Preconditions for political engagement 59 Civic space and civic engagement: three case studies 61 Part 1 Introduction Creative challenge: cultural industries, digging 63 and climate change 1. Rethinking the terms of the cultural 12 Culture, conflict and post-conflict: 66 value debate a double-edged sword? The Cultural Value Project 12 Culture and art: a brief intellectual history 14 5. Communities, Regeneration and Space 71 Cultural policy and the many lives of cultural value 16 Place, identity and public art 71 Beyond dichotomies: the view from 19 Urban regeneration 74 Cultural Value Project awards Creative places, creative quarters 77 Prioritising experience and methodological diversity 21 Community arts 81 Coda: arts, culture and rural communities 83 2. Cross-cutting themes 25 Modes of cultural engagement 25 6. Economy: impact, innovation and ecology 86 Arts and culture in an unequal society 29 The economic benefits of what? 87 Digital transformations 34 Ways of counting 89 Wellbeing and capabilities 37 Agglomeration and attractiveness 91 The innovation economy 92 Part 2 Components of Cultural Value Ecologies of culture 95 3. The reflective individual 42 7. Health, ageing and wellbeing 100 Cultural engagement and the self 43 Therapeutic, clinical and environmental 101 Case study: arts, culture and the criminal 47 interventions justice system Community-based arts and health 104 Cultural engagement and the other 49 Longer-term health benefits and subjective 106 Case study: professional and informal carers 51 wellbeing Culture and international influence 54 Ageing and dementia 108 Two cultures? 110 8. -
Strong Cultures and Subcultures in Dynamic Organizations
02-091 The Role of Subcultures in Agile Organizations Alicia Boisnier Jennifer A. Chatman1 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. Copyright © 2002 by Alicia Boisnier and Jennifer A. Chatman Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. The Role of Subcultures in Agile Organizations Alicia Boisnier and Jennifer A. Chatman1 Haas School of Business University of California, Berkeley May 24, 2002 To appear in, R. Petersen and E. Mannix, Leading and managing people in dynamic organizations. Forthcoming, 2002. 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. 2 Organizations face increasingly dynamic environments characterized by substantial, and often unpredictable technological, political, and economic change. How can organizations respond rapidly to such changes or become more agile? Organizational agility, according to Lee Dyer, “requires a judicious mix of stability and reconfigurability” (2001: 4). We consider an unlikely source of agility: organizational culture. This may seem like an odd juxtaposition since strong unitary cultures exert a stabilizing force on organizations by encouraging cohesion, organizational commitment, and desirable work behaviors among members (e.g., Deal & Kennedy, 1982; Nemeth & Staw, 1989; O'Reilly & Chatman, 1986). -
Marshall High School Mr. Cline Sociology Unit Four AB * What Is Culture?
CULTURE Marshall High School Mr. Cline Sociology Unit Four AB * What is Culture? • Integration and Diversity • Imagine that this is the early twentieth century and you are a teacher in a school in New York. Whom would you see around you? Some Irish kids, some Italians, maybe some Armenians, Puerto Ricans, Mexicans, African Americans? How do you reach all of these different languages and cultures to facilitate learning when you do not have the time to teach each one individually in their own way? • There are social forces that would state that assimilation is the way to go about this task. Assimilation is merely the process by which newcomers to America, as well as other “outsiders,” give up their culturally distinct beliefs, values and customs and take on those of the dominant culture. • The opposite viewpoint would acknowledge that there is a tendency to preserve cultural diversity, to keep one’s own personal heritage alive and to respect the rights of others to do so. This is known as multi culturalism. * What is Culture? • Integration and Diversity • The tension between assimilation and multi culturalism is evident in many schools and other public institutions throughout the United States. How much multi culturalism is good for society versus how much we want people to identify and share the common culture of America is an ongoing, and often heated argument. • One result of assimilation is cultural integration, that is the degree to which a culture is a functionally integrated system, so that all the parts fit together well. On another level, the elements of culture are functionally integrated with other facets of society, such as social structure and power relations. -
Cross-Cultural Communication: Silence, Time, Space, Formality, and Other Possible Misunderstandings (1,105 Words)
Cross-Cultural Communication: Silence, Time, Space, Formality, and Other Possible Misunderstandings (1,105 words) Have you noticed that some people are quite chatty and others are sort of silent, or that some people arrive five or ten minutes early for appointments, or some people stand really close to each other when talking, or how informally and formally people interact with each other? Silence Can be Golden: Silence can convey so many different messages across cultures. Silence can be used to express disagreement, surprise, sorrow, defiance, approval, embarrassment, obligation, criticism, calming, humility, regret, condemnation, consent, and many more. Americans believe that talking is good and that rhetoric is critical to self-expression. Often believing a person has greater impact by speaking rather than listening. Most Americans are uncomfortable with long periods of silence. Americans tend to rush through pauses and quickly complete sentences. The Western tradition is relatively negative in its attitude toward silence, especially in professional and social relations. Speech has a positive connotation and silence has a negative one. Many other cultures find that silence is a valuable component of nonverbal communication. Nonverbal communication, which includes listening behaviors, is a critical component of social currency and is very important in demonstrating caring and demonstrating understanding. The ability to substitute strong emotional reactions with polite silence is important for social harmony. The effort suggests the value of silence and its association with self-restraint. It is important to consider cultural dynamics. Silence, to some, is golden. America is a relatively task-oriented culture, and Americans often want to get to the point. -
From the Chicago School to Post-Sub Cultural Carriage: a Review and Analysis of Contemporary Trends in Youth Culture Research
Journal of Social Sciences Original Research Paper From the Chicago School to Post-sub Cultural Carriage: A Review and Analysis of Contemporary Trends in Youth Culture Research Mohd. Aslam Bhat Centre of Central Asian Studies, University of Kashmir, J&K, India Article history Abstract: The historicity of youth culture studies is much challenging to Received: 10-01-2015 date exactly. Sociologists however, trace its genesis from Chicago School Revised: 30-09-2015 and then leap to Birmingham’s Centre for Contemporary Cultural Studies. Accepted: 17-02-2016 Theoretically it was, with the works of post subculturists that youth culture research gained ascendency. Global youth culture posture further revamped the field. This paper constructs a critical dialogue between the wide-ranging theories and research on youth culture and global/local relations in this sphere. It is revealed that the current ascendancy of post- subcultural studies margins the significance of sociological research to broader youth queries and does little to extend the case that youth studies should be more sociologically relevant and important. Youth lives in no island of its own and it is not all young people- who have the possibility of engaging in the consumerism, central to some post-sub-cultures. Conversely, youth and their cultures are framed within and to large extent shaped up by social divisions and inequalities. Against this backdrop, it is suggested that youth culture research would prove fruitful only when clubbed with ‘transition approach.’ Possibly this refit would not only facilitate to widen and thrive the significance of contemporary youth culture studies, rather may help in theoretical sophistication, empirical renovation and a more holistic sociology of youth. -
The Culture of Support Services
The Culture of Support Services After completing this lesson you will be able to: þ Define the terms cultural capital; dominant culture; institutional bias; macro culture; and micro culture. þ Identify key values and views related to the macro culture of the United States. þ Identify key values and views related to the culture of the human services delivery system. þ Describe some differences in definitions and responses to disability based on culture. þ Give an example of cultural bias found in the use of jargon and disability labels. þ Describe ways in which design and delivery of services, including best practices, can conflict with the culture of people receiving supports. © 2004 College of Direct Support Cultural Competence Lesson 3 page 1 of 12 Terms for Understanding the Culture of Services and Supports In the last lesson you learned a lot about the culture in which you were raised. Learning about your culture helped you understand why you have certain views and beliefs. You got to compare your own views with some views from a few other cultures. These comparative activities will help you be more aware of when there are differences between your culture and others. They will help you learn not to make assumptions about others and they will support you to become more culturally competent. Now, take a minute to write your own definitions for these words. þ Macro culture – þ Dominant culture – þ Micro culture – þ Institutional bias – þ Cultural capital – Macro and Micro culture Macro (dominant) culture is the shared cultural perspective of the largest group. -
A Qualitative Study of the Role of Culture Emerging from Undergraduate Italian Language Programs in the Midwest of the United States
Exploring Cultural Competence: A Qualitative Study of the Role of Culture Emerging from Undergraduate Italian Language Programs in the Midwest of the United States Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Graduate School of The Ohio State University By Alessia Colarossi, M.A. College of Education and Human Ecology The Ohio State University 2009 Dissertation Committee: Alan Hirvela, Advisor Frances James-Brown Janice M. Aski Karen Newman Copyright by Alessia Colarossi 2009 Abstract Despite the recognized importance of foreign language teaching and learning in current times, research is still lacking with respect to the understanding and transmission of foreign culture in undergraduate language programs at the college level. Furthermore, most of the research which has been conducted has been of a quantitative nature, and it has focused on linguistic aspects of learners of second or foreign languages in order to measure and better understand the mechanics of their learning and acquisition. This qualitative study was thus undertaken to draw attention to how foreign language programs, in this case Italian language programs, at the college level in the United States contribute to the understanding and diffusion of foreign cultures and how they comply with the national Foreign Language Standards (1999) with respect to the culturally oriented standards. Specifically, this study explored how three large Italian undergraduate programs at the elementary level defined and operationalized the notion of cultural competence; what aspects of cultural competence the Italian undergraduate programs at the elementary level emphasized; in what ways these programs attempted to teach culture and/or cultural competence, and to what extent, if any, the curricula of Italian programs were aligned with the Standards (1999) regarding culture and cultural competence. -
The Joint Commission: Cultural Diversity
The Joint Commission: Cultural Diversity Cultural Diversity Lesson Information Purpose To provide healthcare workers with information to increase their knowledge and to help them meet the requirements of The Joint Commission, Occupational Safety & Health Administration, and other regulatory bodies, with the goal of providing safe, competent, and quality patient care. Abstract America is a nation of immigrants. Most Americans' ancestors came from other countries with different languages, customs, and systems of belief. Showing respect for your patients' cultural, spiritual, and psychosocial values demonstrates cultural competency.1 Cultural competency enables healthcare workers to understand their patient's expectations about the care, treatment, and services they receive. This lesson briefly describes the cultural differences that you may encounter when providing care to patients. Objectives Upon completion of this lesson, you will be able to: 1. Define the terms related to culture. 2. Recognize cultural differences among Americans. 3. List interventions that healthcare workers can use to meet the needs of culturally diverse patients. Consultants Contributors Dana Armstrong, RN, MSN Senior Clinical Systems Analyst Mississippi Baptist Health Systems Jackson, Mississippi Reviewers Jodi Nili, RN Quality Management Coordinator Community Regional Medical Center Fresno, California Stephanie Wiedenhoeft, RN, CPHRM, CPHQ Risk Manager Community Medical Centers Fresno, California Copyright © 2016 Elsevier, Inc. All rights reserved. All rights reserved. Except as specifically permitted herein, no part of this product may be reproduced or transmitted in any form or by any means, electronic or mechanical, including input into or storage in any information system, without permission in writing from the publisher. The Forms and Figures may be displayed and may be reproduced in print form for instructional purposes only, provided a proper copyright notice appears on the last page of each print-out. -
Subculture and the Consumer Behavior
SUBCULTURE AND THE CONSUMER BEHAVIOR 5 Apparently it seems that culture of a particular country or a society is homogeneous, but in reality it is composed of a larger number of more or less distinct groups. Each of these groups is known as a subculture. The knowledge of subculture provides important guidelines to marketers in formulating strategies for effective performance of marketing activities. School of Business Blank Page Unit-5 Page-120 Bangladesh Open University Lesson - 1 & - 2 : Different Types of Subculture and Their Influences on Consumption Objectives of these lessons After reading these lessons, you will be able to: Understand the subcultural context of consumer behavior Define subculture Identify different types of subcultures Know how different subcultures affect buying behavior Explain them for marketing decision making. Introduction Subculture is a part of the culture containing the important features of the main culture. In this lesson we shall highlight on the subcultural context, types of subcultures, subcultural influence on consumer behavior as well as marketing implications of the concept of subculture. Subcultural Context Affecting Consumer Behavior Culture, you know, is an extremely broad and encompassing term. It includes what we have learned, our history, values, morals, customs, art, and habit. Marketing takes place within a given culture. Marketers should know that experience, history, values, morals, customs, art, habit, etc. vary within a given culture requiring different marketing programs. Not everyone in the same country or society shares the same behavioral pattern of the dominant or main culture. It clearly indicates that there are subcultures, such as those of northerners, southerners, city-dwellers, the poor, teen agers, elderly, religious groups and so on. -
Getting It Wrong
Getting It Wrong Getting It Wrong How Faulty Monetary Statistics Undermine the Fed, the Financial System, and the Economy William A. Barnett The MIT Press Cambridge, Massachusetts London, England © 2012 Massachusetts Institute of Technology All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher. MIT Press books may be purchased at special quantity discounts for business or sales promotional use. For information, please email [email protected] or write to Special Sales Department, The MIT Press, 55 Hayward Street, Cambridge, MA 02142. This book was set in Palatino by Graphic Composition, Inc., Bogart, GA. Printed and bound in the United States of America. Library of Congress Cataloging- in- Publication Data Barnett, William A. Getting it wrong : how faulty monetary statistics undermine the Fed, the financial system, and the economy / William A. Barnett ; foreword by Apostolos Serletis. p. cm. Includes bibliographical references and index. ISBN 978- 0- 262- 01691- 9 (hbk. : alk. paper) — ISBN 978- 0- 262- 51688- 4 (pbk. : alk. paper) 1. Monetary policy—United States. 2. Finance—Mathematical models. 3. Financial crises. 4. Econometrics. 5. United States—Economic policy—2009– I. Title. HB139.B3755 2012 332.401'5195—dc23 2011021050 10 9 8 7 6 5 4 3 2 1 Dedicated to the memory of the great econometrician, Henri Theil, 1924–2000 Contents Foreword: Macroeconomics -
Sample IDI Intercultural Development Plan (IDP)
Intercultural Development Inventory® Intercultural Development Plan Prepared for: Carl M , Example Group Prepared by: IDI Qualified Administrator, IDI, LLC The Intercultural Development Inventory® (IDI®) is protected by copyright and is the proprietary IDI, LLC property of Mitchell R. Hammer, Ph.D., and IDI LLC. Intercultural Development Inventory and IDI are registered trademarks of Mitchell R. Hammer, Ph.D., and IDI, LLC. You may not use, copy, http://idiinventory.com/ display, distribute, modify, or reproduce any of the trademarks found in this Report except as [email protected] expressly authorized by IDI, LLC. Carl M , Example Group Page | 2 Your Intercultural Development Plan (IDP) Completing the Intercultural Development Inventory® (IDI®) and reviewing your own IDI Individual Profile Report provides key insights into how you make sense of cultural differences and commonalities. The next step is to systematically increase your intercultural competence—from where you are to where want to be—by designing and implementing your own Intercultural Development Plan® (IDP®). This IDP is specifically customized to your own IDI profile results and is an effective way for you to increase your skills in navigating cultural differences. After completing your IDP, you may consider taking the IDI again to determine your progress in increasing your intercultural competence. Should you select this option, a second customized IDP would then be produced based on your most recent IDI profile results, thus providing further intercultural development. By completing your Individual Development Plan, you can: • Gain insights concerning intercultural challenges you are facing and identify intercultural competence development goals that are important for you, • Gain increased understanding of how your Developmental Orientation impacts how you perceive and respond to cultural differences and commonalities, and • Identify and engage in targeted, developmental efforts that increase your intercultural competence in bridging across diverse communities. -
389 Acculturation in Cross-Cultural
Междунар. науч.-практ. конф., Минск, 26 марта 2020 г. Часть 2 ACCULTURATION IN CROSS-CULTURAL COMMUNICATION Марецкая В. А. Республика Беларусь, г. Минск Международный университет «МИТСО», старший преподаватель кафедры иностранных языков и межкультурных коммуникаций, магистр межкультурной коммуникации The process of intercultural interaction is diverse; it comprises linguistic, cultural and social aspects. One of them is adaptation of a person to a new cultural environment. Travellers, international companies’ staff, foreign students, diplomats, emigrants and refugees form a partial list of those who are involved in acculturation. According to Cambridge Dictionary definition the term “acculturation” means the process of changing so that you become more like people from a different culture, or of making someone change in this way [1]. Acculturation is a process in which an individual adopts, acquires and adjusts to a new cultural environment. In the process of acculturation an individual tries to preserve their own culture and to incorporate themselves into a new one. Scholars have distinguished four types of acculturation strategies on the basis of two factors. The first factor is the preservation or rejection of a person’s native culture, and the second one is the adoption or disregard for the prevailing culture. These four types are assimilation, separation, marginalization and integration. Assimilation takes place when an individual accepts the norms and values of a different culture, rejecting the norms and values of their culture. Separation is a turn-down of a dominant culture and maintenance of the native culture identity. Marginalization occurs when a person loses their cultural identity, and at the same time does not try to adjust to new cultural surrounding.