Wednesday, April 29, 2009

SOC 4260 Global Society Lecture Notes for Final Exam

These notes are provided to assist your study, but I am not responsible if there are differences between the notes and lectures. The exam is based on the readings and lectures, not on these notes.


 

Political Globalization 1

 

Larry Diamond “The Globalization of Democracy” (packet)

David Held “Democracy and the New International Order” (packet)

John W. Meyer et al. “World Society and the Nation-State” (packet)

 

 

Democracy and democratization were once mainly studies by historians and social scientists in terms of

            Political theory

            Democratic revolutions (French, American)

            Mechanisms of democratic governance (elections, parliaments, etc)

 

The classic distinction in the literature is between participative and representative democracy.

 

Today, more and more, democracy and democratization are viewed as global processes

 

The reason for this is mainly the spread of democracy across much of the world, and democracy’s dominance as a national political system. At least, it seems to be the dominant system.

 

Why are Communist and Authoritarian governments replaced by democratic systems?

            National reasons?

            Global forces?

 

It’s probably fair to say that American scholars have dominated debate on global democratization. Political scientists like Larry Diamond and Condoleeza Rice (both from Stanford) argue that democracy is a superior political system and that its spread worldwide, especially since the 1980s, is a good and inevitable process. They, and others, link democratization with economic neoliberalism: when countries open their markets to foreign influence, their people will demand greater freedoms and democracy will advance.

 

Others take issue with these broad claims, and cite China as an exception to this rule.

 

 

Larry Diamond “The Globalization of Democracy”

 

Larry Diamond is a well-known American sociologist who teaches at Stanford. He is known as an expert on democratization (democratic transitions) and appears regularly on US and international television. Recently he supported the Iraq War, and worked for the US in Iraq for 3 months. Since then he has written a book explaining what went wrong.

 

LD is a liberalizer, obviously very much in favor of democratization. He has much in common with economic liberals as well. He is in favor of a strong, outward-looking American foreign policy; thus his support for the Iraq war.

 

Generally he equates communism and socialism with authoritarianism, and favors democracy over both.

 

“3 Waves” of democratization (from Samuel Huntington)

 

1. 1828 (USA) to 1920s (fascism)

2. 1945 (WWII ends) to 1962 (decolonization, but shift to authoritarianism)

3. 1974 (Portugal) to early 1990s (eastern bloc countries)

 

Democratization seems to be a long-term, global trend. But it has eroded in many places, and is superficial in others.

 

What are the causes of this trend?

 

   International

 

    1. US pressure (sanctions, withholding aid, diplomacy)
    2. trade liberalization, threat of trade sanctions
    3. threat of loss of membership in UN

 

    1. demonstration and diffusion (“snowballing effect”)

 

                                                               i.                  e.g. Eastern Europe

                                                             ii.      e.g. South Africa à rest of Africa

                                                            iii.      globalization of media

                                                           iv.      education of 3rd-world elites in the West

 

Democratic assistance from international pro-democracy groups (e.g. for election monitoring, civil society, education)

 

Expatriate groups

 

 

 

 

 

 

 

 

 

 

David Held, “Democracy and the New International Order”

 

DH is a British political scientist at the London School of Economics

 

He presents a much less optimistic assessment of the relationship between globalization and democratization.

 

More careful and skeptical about global democratization than many American writers (similar pattern in the debate over economic globalization)

 

 

DH sees globalization as a challenge for democracy, because the people within a given nation do not determine decisions and policies directly for themselves. Elected representatives do not make decisions for their citizens, although in democratic theory they are supposed to do so.

 

Economic globalization

Trans-national issues (building a nuclear power plant near a national border)

International organizations (NATO, UN, EU, IMF)

 

The 1648 Treaty of Westphalia ended the German portion of the 30 years’ war, and established territorial sovereignty as a fundamental principle in international affairs. Nations had no legal right to interfere in each others’ affairs. Europe and eventually much of the world was ordered in terms of discrete nation-states whose national governments had sovereignty over what happened in their territory.

 

The United Nations charter, in 1945, broke with this Westphalian logic.

 

How to extend democracy in a way that addresses the undemocratic tendencies of globalization?

 

Held argues that what is needed today is greater power and effectiveness for the UN to promote human rights within nations.

 

He argues for “regional parliaments” like the EU in Latin America and Africa. Citizens should be able to vote on trans-national issues that affect them (energy policy, public transportation)

 

A stronger, reformed General Assembly of the UN


Americanization

 

Richard Kuisel “Debating Americanization: The Case of France”

Jan Nederveen Pieterse “Hyperpower Exceptionalism: Globalization the American Way”

Natan Sznaider “The Americanization of Memory: The Case of the Holocaust”

 

Anti-Americanism dates to the 19th century, when the United States expanded geographically, West and South; remained integrated after a civil war in the 1860s; and then industrialized rapidly. For Europeans, it seemed that the USA, a former European colony, was quickly becoming a superpower.

 

Anti-Americanism has an especially long history in France, but also in Germany and elsewhere.

 

Americans were seen as lacking in culture and taste, and as a threat to European industry, military power, and values and cherished ways of life.

 

European anti-Americanism has shifted from the right to the left and back many times within European societies. The sense that America was a threat to national identities, in Europe and elsewhere, waned during the 50 years of the Cold War, but has reemerged in our era of ‘globalization.’

 

French scholars in the 1960s and 70s (and some today), along with French politicians (Charles DeGaulle) were strongly opposed to the ‘Americanization’ of their country following their defeat in WWII and liberation by the USA. Even today, in France globalization is identified as Americanization, and opposed by political activists (e.g. Jose Bove, the French farmer who became famous for smashing a French McDonalds) and others. Yet today, Starbucks coffee and McDonalds hamburgers are popular in France, French middle-class families aspire to send their children to elite American colleges, and French kids look, act, buy music, and dress very much like American kids.

 

Scholars of globalization have gone back and forth on Americanization. In the 1990s there was a reaction to the equation globalization=Americanization, although there has been a bit of a counter-reaction more recently.

 

Does globalization=Americanization?

 

And what is Americanization anyway?

            Consumerism?

            Liberal economics?

            Popular culture (rather than high culture, or local culture)?

            American values?

 

Are countries around the world really becoming more like the USA?

 

 

Richard Kuisel “Debating Americanization: The Case of France”

 

Kuisel reviews the evidence that France has indeed “succumbed to Americanization”.

 

            American English is the second most popular language

                        2/3 of French citizens agree that everyone should know Amer. English

                        The French government has tried to limit use of AE by legislation

 

            France has 800 McDonalds restaurants, is now the 3rd largest overseas market

            Coca-Cola controls most of the cola market and half the soft drink market

 

            In 1998 Hollywood movies earned almost 70% of ticket sales in France

                        Of the top 20 films only 3 were French

           

            Disneyland Paris more popular than Notre Dame or the Louvre

            Michael Jordan was voted the most popular athlete in France

            American-style shopping malls and garden centers are popular (suburbanization)

            French business managers are virtually indistinguishable from Americans

 

What is Americanization?

            Kuisel defines Americanization in terms of imports of “products, images, technologies, practices and behavior closely associated with America/Americans”

 

            Mass consumerism, market capitalism, mass culture

 

            Begins after 1890, in France during the 1950s

 

            Americanization in France is accepted more quickly by business groups, less by agricultural sector and rural communities

 

            Kuisel places himself in the counter-reaction to the trend of weakening ideas of Americanization, in favor of globalization, diversity, and more complex analyses of ‘national cultures’

 

            e.g. Pierre Bourdieu argued that America was a force for cultural imperialism, a hegemonic and despotic force; others have rejected his view; now Kuisel wants to salvage it, but with greater nuance

 

Four perspectives on Americanization

 

1.      assimilation/domestication (local assimilation, negotiation, and interpretations of American products)

a.       semiotic approach – changes in the meanings of symbols of America, e.g. Italian manufacturers using Cowboy images to sell jeans to other Europeans

 

but, as a counterpoint, when McDonalds entered the German market they remodeled their restaurants to look more “German” (wood paneling, darker lighting, beer)

 

but this failed, and McDonalds went back to their standard restaurant model, which is what gives them their unique identity

 

e.g. French teenagers claim to enjoy McDonalds because it is different from French restaurants and cafes, more relaxing and cool

 

also, French restaurants have voluntarily become more like McDonalds in order to compete

 

So assimilation/domestication has its limits

 

2.      “Culture in motion”

a.       culture is something complex, socially shaped

b.      Americanization is accepted in different ways for different social classes within a country

c.       But some things are still recognizably American

 

3.      Globalization

a.       Shouldn’t we be discussing “globalization” rather than “Americanization”?

b.      Ideas, goods and services flow across the world, not just from America outward

c.       E.g. look at the foods you can buy at a normal supermarket- feta cheese, jalapeno peppers, German beer, Indian chutney, Israeli oranges, Colombian coffee…

d.      Globalization is “transnational”

 

Kuisel argues that globalization and Americanization are two different things, and that Americanization is still real and important

 

Globalization still has an American face, and American corporations generally win

                                   

4.      Behaviour, meaning, and identity

a.       To what degree is Americanization psychologically significant?

b.      How does Americanization affect identity?

c.       E.g. the widening of generational differences

d.      E.g. casual dressing

e.       E.g. changes in eating habits

f.        E.g. changes in language

g.       E.g. the spread of entrepreneurship

h.       E.g. consumerism (e.g. its effects on the kibbutz movement)

 

Kuisel concludes that yes, Americanization is a real phenomenon, not reducible to anything else.

 


 

Jan Nederveen Pieterse “Hyperpower Exceptionalism: Globalization the American Way”

 

Pieterse is a Dutch academic who is associated with theories of “hybridity” and globalization, with the complexities and paradoxes produced by globalization rather than its homogenizing tendencies.

 

Yet in this article, he pays a lot of attention to the Bush administration and their “unilateralism,” i.e. their willingness to use American military power when and where they see fit regardless of international opinion.

 

Pieterse looks much more closely at the USA than do most academics who are interested in Americanization and globalization (e.g. Kuisel, who looks at Americanization in France but not at America itself)

 

What is it about America that is different from the rest of the world, and why does it have such an enormous international influence?

 

1. “American exceptionalism”

            combination of Republican and millennial (religious apocalyptic) traditions

                        anti-statist, pro-market ideology

                                    reinforced by sustained economic growth

            other countries (Germany, Japan) see themselves as unique, but are not superpowers

           

2. Free Enterprise Capitalism

            no socialism or labor party

            laissez-faire capitalism

 

3. Political Conservatism

            small-government conservatism, from Thomas Jefferson to Bill Clinton

            in a sense the US is more right-wing than other countries, but lacks an ethnic/racial nationalist-conservative right wing (e.g. Japan, Germany)

 

4. Social inequality

            bourgeois nation geared to the marketplace

            little concern for social equality, more for individual freedoms and equality of opportunity

 

5. Americanism

            nationalism based on ideas, not on the folk

 

6. Shallow modernity

            short historical memory, no feudalism, empire, absolutism, or peasant culture

            the US was founded on principles of rational progressivism

 

  1. Military Strength

 

 

Pieterse argues that these exceptional national characteristics have had an international influence, through globalization, mainly through:

 

Laissez-faire economics after the British Empire

 

combined with

 

Weak world leadership (for a superpower) on women’s issues, the environment, and in the international community (for domestic political reasons)

 

 

Pieterse concludes that because of its inequality and economic instability, the USA cannot be a model for other nations, and he looks to the “other America” that is more attuned to world trends

 


Natan Sznaider “The Americanization of Memory: The Case of the Holocaust”

 

Has the USA “Americanized” the Holocaust, turning it into a consumer item and rendering it superficial, even trivial?

 

Americanization of the Holocaust refers to its “banalization” or “trivialization” or “Disneyfication” within popular culture

 

e.g. the soap opera “Holocaust”, movie Schindler’s List, even the US Holocaust Museum

 

That the Holocaust has been Americanized is an accusation heard in American Jewish circles, and in anti-American discourse

 

 

Sznaider does not agree with the critics of Americanization. Rather, he argues that Americanization is a gateway to the universalization of the Holocaust that may be a force for moral good in the world, e.g. in the Balkans, and perhaps in Sudan and elsewhere

 

The Holocaust has been internationalized during the post-WWII period by “cosmopolitans,” mostly American Jews who wished and worked to de-particularize the Holocaust. That is, they wanted it to be viewed not as only a Jewish tragedy, but as a universal human tragedy. This process was controversial, and began in the 1960s. It was effective for defending Israel in American political forums.

 

The universalism with which the Holocaust is viewed in America is quite different from how it is viewed in Israel or Germany.

 

This universalist American view, the “lessons of the Holocaust,” spurred the US to intervene to stop massacres in Kosovo, a move framed in moral terms, rather than in economic or political terms.

 

In the USA, Elie Wiesel has been a guest on the Oprah Winfrey show. The discussion was not about the specific holocaust against the Jews, but about universal human suffering and its effects on the ‘self.’

Cultural Globalization 2 – homogeneity and hybridity

chapters 1 and 3 from Tomlinson Globalization and Culture (packet)

John Tomlinson “Cultural Imperialism” (packet)

Steve Derné 2004 “The (limited) effect of cultural globalization in India” (packet)

 

John Tomlinson

 

John Tomlinson is a British academic, a theorist of globalization, and one of the first writers to really focus on cultural aspects of globalization. One of his earlier books is Cultural Imperialism: A Critical Introduction. As the title suggests, he is critical of the very idea of cultural imperialism, and he wants to analyze it carefully.

 

There is a long history of writing on cultural imperialism, much of it French, and much of it focused on “Americanization” or something along these lines.

 

JT gives as an example the TV series Dallas, which gained international popularity in the 1980s. He cites a study by Ien Ang, who discusses both the popularity of Dallas and its critical reception in many countries.

 

On the one hand, Dallas was incredibly popular.

 

On the other, cultural critics often regarded Dallas as a threat to authentic national cultures and national identities.

 

e.g. in 1983 Jack Lang, the French Minister of Culture, proclaimed Dallas as the “symbol of American cultural imperialism”

 

and very recently, Mahmud Ahmadinejad, the Iranian Prime Minister, banned Western music in Iran.

 

These kinds of reactions often draw on the “critical theory” of the sociologists Horkheimer and Adorno, both members of the Frankfurt School, who criticized mass culture of all kinds. They saw popular culture as a product of the “culture industries” – mainly Hollywood, but also the recording industry, Broadway, etc. Critical theorists borrowed much from Marx in arguing that mass culture (like religion for Marx) discouraged any kind of creative, critical, sophisticated, or authentic thought among audiences. It makes the public into passive consumers who do not question politics or economic inequality, and who do not aspire to any kind of cultural refinement, beauty or sophistication.

 

Horkheimer and Adorno were extremely highbrow European intellectuals who fled Nazi Germany for the “freedom” of the United States, only to end up living in California and being appalled by what they saw as the stupidity of consumer culture (Disneyland, Hollywood, and so on)

 

Since Horkheimer and Adorno, and before them as well, “professional intellectuals” have been dismissive of American-style consumer culture. Many analysts see popular culture as not just entertainment. They think it has obvious, manipulative ideological effects.

 

 

Ien Ang studied the reception of Dallas in the Netherlands, and found that many people who enjoyed watching the show also disapproved of its capitalistic ideology. Some people defended watching it with a populist anti-intellectual discourse. Others adopted an ironic stance toward the show.

 

So reactions in Holland were complex, to say the least.

 

Katz and Liebes, two American-Israeli social scientists, studied the reception of Dallas among lower middle class Israeli citizens. Their groups included:

 

Israeli Arabs

New immigrants from Russia

Immigrants from Morocco

Kibbutzniks

 

These were compared to similar groups in Los Angeles

 

They watched the show, then participated in an “open structured” discussion and filled out questionnaires.

 

They found that people interpreted the show in very different ways, sometimes incorrectly.

 

Some of the Moroccan Jews claimed that the show made them more proud of their Jewish identity and their moral standards (as compared with the Dallas characters, many of whom are “bastards”)

 

They conclude that the discourses of ordinary people about Dallas were quite sophisticated, so we should be skeptical about discussions of cultural imperialism and passive audiences.

 

 

Tomlinson, chapters 1 and 3 of Globalization and Culture

 

It is important to note that Tomlinson argues that we should not conflate globalization and modernity, and that today’s “global age” is something fairly new and is not just a continuation of modernity. Here he disagrees with Giddens.

 

Globalization threatens some aspects of modernity, such as the state, and it introduces new risks such as global environmental risks. Changes in communication technologies are also new.

 

Analysts like Giddens may be wrong and ethnocentric to counterpose Western modernity and tradition. There may be “multiple modernities” in different parts of the world, and culture is not mainly about maintaining difference but rather about meaning.

 

Dreams of Global Culture

 

In chapter 3, Tomlinson discusses some of the ways in which cultural universalism has been viewed in a very positive light. We have already talked about this in terms of some 19th century movements, such as the Esperanto movement and the standardization of many technologies (telegraph, transportation, electricity, the metric system, mail systems etc.)

 

European bourgeois values

 

Marxism, socialism and communism

 

Global communications outlets today (e.g. CNN)

 

Scientific research

 

United Nations and demands for more global governance

 

UNESCO programs around the world

 

 

Nightmares

 

American Marxist Herbert Schiller

 

Argues that transnational corporations are operating a dominant global political-economic system

 

These corporations have both political-economic power and ideological power to define reality for many people

 

More recently, books on The Global Media (1997) discuss how a small group of corporations, including Disney, TimeWarner, Viacom, Bertelsmann, and News Corporation.

 

Many of these writers are writing from a “neo-Marxist tradition”

 

Also writing on McDonaldization, Coca-Colonization, even McDisneyization

 

 

But isn’t there a “fallacy of internalism” in these writings. Just because cultural objects exist does not mean that they are internalized at a deep level.

 

Creolization, indigenization, hybridization and the “active audience”

 

Isn’t culture “globalized” rather than “global”

 

 

Steve Derne, The (limited) effect of cultural globalization in India

 

Derne is a young, American sociologist. We will read more work by analysts like him next semester, I think.

 

This is a case study of the effects of “new media” in India. It should allow us to answer some of our questions about culture and globalization.

 

The Indian media was rapidly liberalized in the 1990s, and cable television and foreign movies became widely available.

 

Because of the Gulf War and the increase in the price of oil, India sought IMF loans, and as a result was forced to open its internal markets to foreign competition.

 

As is the case almost everywhere, the foreign films and television shows available glamorized sex, consumerism, and violence.

 

Did the radically changed media landscape change the way people think and act, their beliefs and values?

 

Derne focuses on non-elite men only. Derne had previously interviewed many of these men in the 1980s, and most of them were proudly Indian and culturally conservative. They were family-oriented, and approved of arranged marriages and limitations on women’s movement outside the home.

 

In 1991 and 2001 he interviewed men in the small city of Dehra Dun in northern India.

 

In 1991 most nonelite men were not exposed to Western movies, while in 2001 most of them were.

 

In 2001, most nonelite men still had poor job prospects.

 

And yet, in 2001 most nonelite men still:

 

Rejected love marriages

 

Reject women’s autonomy

 

Approve of joint-family living

 

Reject global media messages

 

 

They came to embrace male violence more in films. They enjoyed the action scenes in Hollywood films.

 

They also enjoyed foreign pornography and films which objectify women.

 

For these men, cultural globalization seems to have reinforced preexisting arrangements rather than destroying or transforming them.


Women and Women’s Rights

 

Beijing Declaration UN Fourth World Conference on Women (packet)

Nitza Berkovitch “The Emergence and Transformation of the International Women’s Movement” (packet)

Richards, Patricia. 2005. The Politics of Gender, Human Rights, and Being Indigenous in Chile. Gender & Society19 (2): 199-220 (email)

Eschle, Catherine, 2005. "Skeleton Women": Feminism and the Antiglobalization Movement. Signs, 30, 3, spring, 1741-1769 (email)

 

 

In the last section we discussed global environmentalism, and found that environmental politics are shaped by globalization in complex ways. Environmental groups like Greenpeace are organized globally, as is discussed by Paul Wapner and others. Environmentalism is also associated with anti-globalization movements, including indigenous rights movements. Finally, as I have written about in several papers, environmental issues are increasingly organized in terms of transnational identity politics, aided by migration, global communications and the ease of global financial flows and travel.

 

 

Feminism and the global women’s movement overlaps historically with environmentalism and the global environmental movement, and there are many parallels between these two huge movements. Feminism and women’s rights are sometimes thought of in terms of national politics, but there are clearly global forces at work in women’s rights movements.

 

 

Nitza Berkovitch’s article on the International Women’s Movement provides us with one perspective on women’s rights. Berkovitch was a student of John Meyer, whom we read in December and January. Meyer argues that national politics is often a product of top-down globalization. “World society” refers to the global network of international governmental and nongovernmental organizations, and world society is the source of ideas that are now taken for granted in many places (such as women’s rights, human rights, equality, environmentalism, animal rights).

 

Berkovitch shows how the IWM evolved with World Society, and depended heavily on the creation of a robust WS.

 

The first phase of this evolution comes after WWI, when the League of Nations and the International Labor Organization were created (in 1919). These organizations provided a “central world focal point” for groups interested in women’s rights. Prior to this period, women’s groups were largely limited to lobbying national and local governments.

 

Many (Western) women’s groups moved their offices to Geneva, and in 1931 ten of them joined together to create the Liaison Committee of Women’s International Organizations (LCWIO). This was the beginning of a tradition of giving these kinds of organizations extremely long names that ended up being used as acronyms.

 

There were many tensions with the IWM, although their concerns were generally ignored until the 1970s, when women’s groups successfully lobbied for the creation of the UN Decade for Women (1976-1985). Women’s issues were tied to development for the first time, and ultimately this filtered down to states, such that women’s issues became a concern of the state. During the Decade for Women, the IWM shifted its emphasis from international law (for equality and rights) to concrete projects to emancipate and empower women (through education, employment, and development projects).

 

This movement has been powerful and to an extent successful, but it has always suffered from being seen as addressing the concerns of Western (or Northern) women rather than women in the global South, in developing countries. It is viewed in terms of cultural imperialism and, in some places, Americanization.

 

 

The sheer ambition of the IWM is made clear when we read the 1995 “Beijing Declaration” of the UN Fourth World Conference on Women, which contains [at least] 35 points. The Beijing Declaration refers to equal rights and reproductive rights, empowerment and advancement of women, women’s equal access to economic resources (wages, land, credit), and the elimination of all forms of discrimination against women. These rights are not seen as Western or as culturally limited in any way. They are universal, such that women’s rights are equated with human rights.

 

The Beijing Declaration is astoundingly universalist and ambitious when you consider that the ideas contained in it are almost totally at odds with most traditional cultures from around the world (which are usually patriarchal).

 



Immigration and Citizenship

 

Changing Parameters of Citizenship and Claims-Making: Organized Islam in European Public Spheres. Soysal, Yasemin Nuhoglu, Theory and Society, 1997 (email)

Global Modernisers or Local Subalterns? Parallel Perceptions of Chinese Transnationals in Hungary. Nyiri, Pal, Journal of Ethnic and Migration Studies, 2005 (email)

 

The post-war acceleration of immigration, mostly from Africa and the Middle East to Europe, but also from Asia and Latin America to North America, has been the topic of a large amount of social research, and also of political debate.

 

In the 19th and early 20th centuries, Western migration was mostly from overpopulated, poor parts of Europe to North America, Australia, and New Zealand. The first waves were of Irish and Scottish, suffering from the 19th century potato famine and general poverty. Also, as a result of religious conflicts and the industrialization and transformation of the European feudal agricultural economy, there was migration from Germany, Italy, and Eastern Europe. Later, there were waves of migration from Southern, Eastern, and Central Europe: Greek, Italian, European Jewish, etc.

 

The mode of social integration of immigrants was, generally, strongly assimilationist. It was understood that immigrants needed to be made into Americans, Australians, Canadians, etc., and that this process might take a few generations. It would be accomplished through education, intermarriage, military service, and national mass culture: television, movies, sports, national rituals and celebrations, and perhaps religion.

 

 

Assimilation was never the only mode of social integration. Even under conditions of strong nationalism, there has always been a degree of pluralism (and corporatism) in host societies. Immigrants’ ethnic and religious identities persist even after several generations within a host country.

 

Corporatism refers to a mode of social integration in which ethnic and religious differences are accepted and even encouraged by host countries. For example, in the Netherlands immigrant children are often free to choose to attend government-sponsored schools for their ethnic group.

 

 

Clearly, countries differ in terms of their immigration and assimilation policies. The USA has generally been strongly integrationist, while Europe is more pluralist/corporatist. France, however, has generally been thought of as assimilationist and secularist: every citizen of France is equal under the law, and France’s educational system is strongly secular: expressions of religious identity are not accepted.

 

 

Postwar immigration is usually discussed in terms of North African and Middle Eastern immigration to Europe, and Asian and Latin American immigration to North America.

 

The trend has generally been away from assimilationist policies and toward more pluralism and multiculturalism. Much of this is due to globalization: it is easier to organize, communicate, send money, and travel across national borders, so citizens of a given country do not need to feel as strong an allegiance to that country: they have more options, in terms of their identity and cultural activities.

 

Also, dual (or triple, quadruple) citizenships are increasingly recognized in the postwar period.

 

In Europe today, the pluralist/corporatist model is increasingly questioned. Some Europeans see the USA as a better model. Most European states also have anti-immigrant political parties, and there is even strong opposition to immigration in the United States. Business generally favors immigration because of the cheap labor it provides.

 

In Europe, unlike in the US, there is a strong cultural and religious component to immigration debates, because so much immigration is from predominantly Muslim countries.

 

In the US, this is less of an issue, because of course Latin America is almost entirely Christian, and even many Asian immigrants to the US are Christian (e.g. from South Korea).

 

 

Yasemin Soysal

 

Yasemin Soysal is one of the major writers on postwar immigration to Europe. She is Turkish, but teaches in the UK and was the president of the European Sociological Association.

 

She is interested in changes in the definition of citizenship in the postwar period under conditions of immigration and globalization.

 

Citizenship was once based on territorially bounded nations. This conception has been challenged by three processes, she argues:

 

1        universal notions of human rights

2        “cultural rights”

3        multi-level politics (e.g. the European Union)

 

Thus, Soysal argues that Islamic organizations in Europe refer to these 3 principles, which are fairly new, rather than to traditional religious teachings or values.

 

 

 

 

Pal Nyiri

 

 

This article is on Chinese immigrants in Hungary, who are generally treated as second-class citizens by Hungarians (Hungarian media, government officials), but who view themselves, at least through immigrant media and the Chinese government, as transnational pioneers.

 

Hungary is often ranked as the country with the highest levels of xenophobia in Europe.

 

Hungarian media generally depict the country’s 10-15,000 Chinese citizens as criminals, exotic, and of low status.

 

The Chinese language media in Hungary, however, emphasize the economic efficiency, productivity, global outlook, and modernity of Chinese workers in Hungary, as compared to the provincial backwardness of the local population.

 

In the Chinese Hungarian media, local Hungarians are depicted as colorful but silly, as waiters, translators.

 

Chinese in Hungary do not use the minority rights language discussed by Soysal. They don’t seem to be particularly concerned with Hungarians’ attitudes towards them.

 

They are classical a “middleman minority” in that they serve economic functions in the host society, but are not quite accepted as part of it. But they do not seem to care because they are part of a large transnational Chinese community and are protected and supported by a very strong Chinese state.

 

SOC 4000 Intro Theory Lecture Notes for Final Exam

These notes are provided to assist your study, but I am not responsible if there are differences between the notes and lectures. The exam is based on the readings and lectures, not on these notes.


4) Major American Theorists

 

The origins of American sociology

 

American sociology originates during Reconstruction, following the Civil War. As in Europe, the mid- to late-19th century was a period of intense urbanization, but in the American case, also of immigration, mostly from Europe.

 

Very rapid flow of ideas from Europe (although translations from German and French were not always available or accurate)

 

Americans were trained in European universities

 

1858- course in “Social Problems” at Oberlin College

1873- William Graham Sumner (Herbert Spencer’s American protégé) begins teaching “social science” at Yale

1880s- “sociology” courses begin to appear

1889- first American sociology department, at the University of Kansas

1892- Sociology department founded at the University of Chicage—becomes dominant American department for 30-40 years

 

Early American sociologists were not nostalgic (compare with Ferdinand Toennies)

 

They were political liberals, generally unfamiliar with Marx’s writing

 

They were social progressives; they believed in progress, w/or w/out government action

 

There was a strong influence of Protestantism: desire to save the world, in this case using science rather than scripture: to “solve social problems” without radically changing society

 

Compared with Europe, sociology was easily established in American universities, which were newer and rapidly expanding

 

American sociology was mostly positivist, “scientistic” and pragmatic

 

           Turned away from Weberian interpretive historical approaches, Verstehen

 

           Less theoretical interpretation of long-term changes

 

           More quantitative analysis of short-term changes

 

Until WWI, Social Darwinism was highly influential

 

           Herbert Spencer (UK) à William Graham Sumner (Yale)

 

The Chicago School

 

            The University of Chicago was dominant in American sociology from roughly 1900-1935-ish

 

            Encouraged a scientific approach to sociology

 

Robert Park (former journalist, trained in Germany with Simmel)

 

            Initiates tradition of “urban ethnography”          

 

Charles Horton Cooley

George Herbert Mead

 

Study social psychology, “Symbolic Interactionism” (micro-sociology of identity, subjective experience)

 

            We’ll discuss these more later.

 

Structural Functionalism

 

The Chicago School collapses in the 1930s, center of influence in American sociology shifts to Harvard, specifically to Talcott Parsons

 

            Critical of “dust bowl empiricism” of the Chicago School and Midwestern sociology generally—lack of theoretical ambition or imagination, focus on small problems

 

1937, Parsons publishes “The Structure of Social Action”

 

            (more on him later)

 

Kingsley Davis and Wilbert Moore were Parsons’s most famous students (functionalist theory of stratification)

 

Structural functionalism is dominant in American universities from the 1930s-early 1960s, then falls apart

 

 

 

Rejection of Structural-Functionalism

 

            “Europeanization” of American sociology, renewed interest in Marx, Weber and Durkheim, minus Parsons’s idiosyncratic interpretation of them

 

1)      return of conflict theories

a.       neo-Marxisms, e.g. Critical Theory; Feminist theory

 

2)      emergence of cultural theory

a.       Max Weber, Emile Durkheim, Michele Foucault, Pierre Bourdieu

b.      Social Constructionism (Peter Berger and Thomas Luckmann)

c.       Post-positivism, Postmodernism, rejection of “scientism”

 


            W.E.B. DuBois (all of ch. 7)

 

Taught sociology at Atlanta University, although is remembered more as a public intellectual than as an influential theorist

 

Like Bourdieu and others, DuBois did not distinguish theory from practice

Not a professional academic theorist; someone who wanted to explain and improve the situation of African-Americans (not long after abolition, 50 years before the Civil Rights movement, affirmative action)

 

DuBois’s mother was a maid, father a barber, preacher, drifter—left the family.

 

His mother died while he was a boy.

 

By age 16 he was self-conscious of his race, the “color line,” and class

 

Four white men paid for his education at Fisk University, in Nashville, Tenn.—an all-black university

 

Thought that African-Americans should organize together, accept the color line—they should not organize and strive in terms of values of individualism, egalitarianism, or economic participation (e.g. Booker T. Washington and the Tuskegee Institute, a technical institute in Atlanta)

 

DuBois teaches poor black children in the east Tennessee countryside, goes on to Harvard University.

 

7th ever African-American student at Harvard; first to complete a PhD there

 

While studying at Harvard, DuBois traveled to Germany. Was astounded to find himself studying among non-racist whites—including Max Weber, who likes DuBois’s work.

 

DuBois returns to the U.S., is politically active:

—against racism, colonialism, imperialism

—for communism, socialism

 

 

Major ideas

 

the “race idea”—which he took seriously, accepted without much questioning

 

the “color line”—relation of the “darker” and “lighter races” across the world (the American Civil War is just one example, not unique)

 

“double-consciousness” or “two-ness”—the experience of being of African origin and American—a divided identity (prefigures identity politics, sociological interest in identity construction)

 

“the veil”—metaphor, in which African-Americans and their problems are hidden from white America, and African-Americans have a unique perspective on “White America”

 

“colortocracy” of light-skinned blacks in the African-American community—excessive pride in their noses, skin color, hair

 

The “talented tenth” of African-Americans would lead their communities

 

 

 

Writes The Philadelphia Negro (1899), which was commissioned by the University of Pennsylvania as a study of the problems of Philadelphia’s black community. DuBois is ambivalent about this kind of study. It is insulting, patronizing, and probably won’t lead to any real change—on the other hand, he does it, and it makes known the social situation of African-Americans, which would otherwise be hidden.

 

The Souls of Black Folk (1903) was his major book on race and class. He was the first to write about these issues sociologically and systematically

 

 

 

Political career

 

Debates with Jamaican Marcus Garvey, who wanted to bring African-Americans back to Africa.

 

Loses all popularity

 

Seen as snobbish (which he was), elitist

 

Proponent of socialism, communism—neither are popular in America

 

 

Regains popularity since the 1970s-ish

 

Post-colonial studies, studies of globalization

Ethnic and racial studies, departments, multiculturalism

 

e.g. at UNT we have Women’s Studies and Jewish Studies departments, an African-American Studies institute, Mexican-American Studies, and the Study of Sexualities

 

Establishment of departments of African-American studies, e.g. Harvard has the W.E.B. Dubois Institute for African and African American Research—a famous institute, often in the news, a site of major academic controversies

 

            Henry Louis Gates Jr., Cornel West (left for Princeton)—academic, philosopher, and rapper, he appeared in The Matrix and The Matrix Reloaded

 

           


George Herbert Mead (all of ch. 8)

 

1863-1931

 

Born in Massachusetts, trained at Harvard and with the psychologist Wilhelm Wundt in Germany.

 

Was interested in Darwinism and economic theory, as well as psychology and sociology

 

Upon graduating from Oberlin in 1883, Mead took a grade school teaching job, which, however, lasted only four months. Mead was let go because of the way in which he handled discipline problems: he would simply dismiss uninterested and disruptive students from his class and send them home.

 

 

 

Most famous book: Mind, Self and Society, which was published after his death

 

Sociologist, pragmatist (non-metaphysical) philosopher, and psychologist

 

Pioneering figure in American sociological social psychology, or micro-sociology

 

As a psychologist he was opposed to Watson’s positivism and behaviorism—which were based on the idea that the person could only be studied using scientific methods developed for the physical sciences (e.g. B.F. Skinner).

 

Positivism ignored the self-concept, and the social sources of the self. Thus Mead was a social psychologist.

 

Humans are unique in that they can take the perspective of other actors towards objects. This is the other. As a child matures, by taking others’ perspectives routinely in daily life, they internalize the generalized other, the amalgamation of all the other people with whom they have meaningful interaction. This is how social influence works, and it enables complex human society and social coordination.

 

A contrast to this view is behaviorism and rational-choice economics. In both, people respond to their environments by directly calculating what is in their self-interest, and pursuing their chosen goals through the optimal means (see Weber on the forms of rationality). UNT today has a department of behavioral psychology.

 

For Mead, existence in community comes before individual consciousness. First one must participate in the different social positions within society and only subsequently can one use that experience to take the perspective of others and thus become self-conscious.

 

Mead writes in Mind, Self and Society that human beings begin their understanding of the social world through “play” and “game.”

 

"Play" comes first in the child's development. The child takes different roles he/she observes in "adult" society, and plays them out to gain an understanding of the different social roles.

 

When more mature, the child can participate in the game, for instance the game of baseball. In the game he has to relate to others and understand the rules of the game. Through participating in the "game", he gains the understanding that he has to relate to norms of behaviour in order to be accepted as a player. This is the child's first encounter with “the generalized other.”

 

There are two phases (or poles) of the self: (1) that phase which reflects the attitude of the generalized other and (2) that phase which responds to the attitude of the generalized other. Here, Mead distinguishes between the "me" and the "I." The "me" is the social self, and the "I" is a response to the "me" (Mind, Self and Society 178).

 

“The 'I' is the response of the organism to the attitudes of the others; the 'me' is the organized set of attitudes of others which one himself assumes”

 

Mead defines the "me" as "a conventional, habitual individual," and the "I" as the "novel reply" of the individual to the generalized other (Mind, Self and Society 197).

 

The "me" is the internalization of roles which derive from such symbolic processes as linguistic interaction, playing, and gaming; whereas the "I" is a "creative response" to the symbolized structures of the "me" (i.e., to the generalized other).

 

 

Political Utopianism

 

For Mead, the human social ideal . . . is the attainment of a universal human society in which all human individuals would possess a perfected social intelligence, such that all social meanings would each be similarly reflected in their respective individual consciousnesses — such that the meanings of any one individual's acts or gestures (as realized by him and expressed in the structure of his self, through his ability to take the social attitudes of other individuals toward himself and toward their common social ends or purposes) would be the same for any other individual whatever who responded to them(Mind, Self and Society 310).

 

Supporter of the League of Nations

 

 

 

 

 

 

 

 

 

Talcott Parsons

 

1937, “The Structure of Social Action”

 

Discusses Weber, Durkheim, Pareto

 

            In so doing, introduces theory as a legitimate area within American sociology

 

            His translation of Weber, and his interpretation of all 3, are now seen as biased

 

                        He suggested that all three were building to his Structural Functionalism

 

He was concerned with “macro” sociology, with the relations among large-scale social structures and institutions

 

His emphasis was on order, dynamic equilibrium (as in functionalist approaches generally)

 

  1. Social System
  2. Cultural System
  3. Personality System

 

Social change is orderly, evolutionary

 

 

 


C. Wright Mills – Radical Sociology in America

 

Born in Waco, TX in 1916, conventional middle-class background

 

PhD at the University of Wisconsin, spends most of his career at Columbia University

 

Dies of his fourth heart attack at age 45, 3 marriages with one child from each, many affairs

 

Outsider in many ways, had trouble with his professional relationships as well

 

He was at odds with American society

 

Challenged Talcott Parsons (Structural Functionalist), but also Paul Lazarsfeld (rememberd for his contributions to sociological methodology)

 

 

 

 

Ideas

 

Marx was either reviled or ignored in American sociology, although there were exceptions, and C. Wright Mills was one of the most notable

 

Not a sophisticated Marxist, not very familiar with Marx’s ideas

 

He was a rare American “radical sociologist” though, meaning he was a

Class theorist, a power theorist

 

 

“White Collar” – analyzed the new occupational category of white-collar workers

 

 

 

“The Power Elite” – showed how America was dominated by a small group of white male businessmen, politicians, and military leaders—in spite of American conceits of pluralism and democracy, of a balance of competing interests

 

This is a “political economy” that Mills refers to as the “triangle of power”

 

Power in the United States had once been decentralized, spread among the states with a weak federal center

 

Since WWII, business and government have become increasingly unified—think of Eisenhower’s warning about the “military-industrial complex”

 

The men of the power elite come from similar social and educational backgrounds, similar careers and styles of life

 

These men move easily between the three points of the triangle

 

Mills argued that competing interests and competition only occurred among members of the middle class, and middle-sized enterprises (e.g. labor unions and political parties—these change, but the structure of power and privilege does not).

 

At the “commanding heights” of the economy, military, and government, there is unity and class self-interest.

 

Social revolts against this system—the agrarian revolt of the 1890s, the small-business revolt since the 1880s, the labor revolt of the 1930s—have all failed to change anything (also the Reagan revolution in the 1980s, the Republican Revolution in the 1990s, Clinton’s “reinventing government” in the 1990s)

 

 

Mills argues that intellectuals need to openly discuss and debate the structures of power in American society.

 

Separation of the civil service from corporate interests.

 

Free associations of communities, families, smaller groups should be able to influence the national political economy.

 

 

 

“The Sociological Imagination” (1959) (damning critique of Parsons)

 

 

 

 

 

 

 

 

 

 


Robert Merton

 

 

Robert King Merton (July 4, 1910February 23, 2003, born Meyer R. Schkolnick to immigrant parents)

 

He spent most of his career teaching at Columbia University

 

"self-fulfilling prophecy."

 

"role model"

 

 

 

Revised Parsonian functionalism, retaining an interest in the integrative functions of social institutions, and, with Durkheim, Weber, and Parsons, a focus on the integrative role of normative values in social life.

 

Merton parts ways with Parsons in his analysis of the dysfunctions of social systems, for example in his discussion of:

 

 

For Merton, manifest functions and dysfunctions are conscious and deliberate, the latent ones the unconscious and unintended.

 

The manifest function of a rain dance, is to produce rainhttp://www.angelfire.com/or/sociologyshop/manlat.html

 

The rain dance’s latent function is to produce social integration.

 

 

Berger, 1963: "...the “manifest” function of antigambling legislation may be to suppress gambling, its “latent” function to create an illegal empire for the gambling syndicates.

 

Or the control of the Communist Party over all sectors of social life in Russia “manifestly” was to assure the continued dominance of the revolutionary ethos, “latently” created a new class of comfortable bureaucrats uncannily bourgeois in its aspirations.

 

Or the “manifest” function of many voluntary associations in America is sociability and public service, the “latent” function to attach status indices to those permitted to belong to such associations.” "

 

 

 

The manifest function of bureaucracy (Weber’s rational-legal authority) is to produce efficient outcomes. But bureaucracy has "unintended consequences,” dysfunctions and latent functions. Merton discusses the “bureaucratic personality” as an example.

 

Bureaucrats who work in the same role for long periods of time become mentally inflexible, they cling to routines that may no longer be functional, and they treat customers badly because they come to feel that they know all that can be known within their small area. At home they treat their families as they treat their customers and coworkers at the office (e.g. schoolteachers treating adults as children)

 

 

 

Merton also developed theories of deviance and a sophisticated sociology of science. He emphasized normative values and culture, and manifest and latent functions, in this work.

 

 

 

Merton advocated “middle-range theory” – smaller theoretical ideas that would allow broader theoretical frameworks (Marxist, Weberian, Durkheimian, Parsonian, etc.) to be challenged and tested

 

Combined broad [European-ish] theory and historical knowledge with an attention to empirical detail and verification

 

 

 

In this way he was a forerunner of contemporary sociology. Modern sociologists almost never create theories ex nihilo. So, in some ways “theory” ceases to exist as a separate sphere within sociology after the 1960s. Since Parsons, there has been almost no one who can be considered a major theorist per se.

 

 

 

 

 


 

5) Social Constructionism

 

Peter Berger and Thomas Luckmann, “The Social Construction of Reality”

 

In the 1960s, SC provided a radical new alternative to Functionalism and Conflict Sociology

 

Part of the turn to cultural theory. SCism has been influential well beyond sociology, particularly in studies of science.

 

B&L develop a sociology of knowledge, a way of thinking about how we know things, about common sense knowledge (“recipe” knowledge), not intellectual knowledge per se.

 

How do we know that the earth revolves around the sun? That today is Thursday? How do we know how to behave in different situations? How do we know ourselves?

 

Their approach is that of phenomenology, or thinking about the experience of existing, of consciousness, empirically although not scientifically, through reflection, introspection, and description.

 

They are perspectivists: knowledge is always knowledge from a certain social position.

 

 

For B&L, human nature is “world-openness”: people are born into the world unformed, unlike other animals.

 

Humans have no “species-specific environment.”

 

Human instincts (“drives”) are unspecialized and underspecified: we have to be taught almost everything we need to survive.

 

Humans have immense plasticity: we can be formed into all different types, unlike other animals. E.g. sexuality is treated very differently in different cultures. What is attractive to one person or a member of one culture is repulsive to another.

 

We need “culture” to survive, and culture is a product of society and history.

 

Society and culture are not imposed on people, as Marx or Parsons might have it.. They result from human actions through several processes:

Habitualization – psychological gain of reducing alternatives to action, by making action habitual; human nature to need this

Institutionalization as habitualization occurs among groups, action become institutionalized – it becomes official, dogmatic, and historically long-lasting – e.g. the incest taboo, institutions of marriage, living arrangements, hierarchies, identities (student, teacher, father, mother, worker)

 

 

Culture is a result of processes of historical sedimentation, of ideas and habits and recipe knowledge layered on top of one another over historical time and within individual minds.

 

Language is a depository of historical sedimentations. Language gives ontological status to semi-arbitrary historical reifications: e.g. social categories like Black, Jew, Asian-American, English, French.

 

Ideas of social functions are intellectual abstractions attached to institutions ex post facto. E.g. gender, inequality, organizations.

 

Language and culture create a protective “universe” of cultural meanings that shield the individual from the terror of being alone and mortal.

 

Mythology, theology, philosophy, and science provideconceptual machinery” that allows for universe-maintenance.

 

 

 

Internalization of the cultural universe

 

            Through primary socialization of the child as a member of a society. Mostly through identification with the parents, and through language.

 

Internalization of the “generalized other” (Mead)

 

            Secondary socialization into a specific segment of society (worker, student, mother). Role-specific vocabularies.

 

 

 


 

 

6) Feminist Theory

           

            Feminism has a long and rich history in the United States, from the Victorian era in the late 19th century, in cities, to the feminist movement of the 1960s and 70s, to debates over affirmative action and women’s rights today.

 

A. Gender Inequality

 

In the 19th century, women were legally analogous to children

 

Today, worldwide, women are ½ the population but own a small fraction of the world’s land and property, make a fraction of the income of men, they are limited in terms of their educational and career opportunities, denied legal rights (such as voting rights), and suffer from spouse abuse and other forms of abuse

 

B. Women and Sociological Theory

 

As sociology developed, women naturally became interested in trying to explain gender inequality (just as Marx wanted to explain class inequality, and DuBois the “color line”)

 

Women, however, were generally denied opportunities for higher education, and certainly for careers in academia

 

 

 

C. Charlotte Perkins Gilman (1860-1935)

 

From a prominent New England family, difficult childhood—father left, moved around

 

Deeply depressed after her marriage and the birth of her daughter. Divorced husband, gave her blessing to his remarry her close friend and raise her daughter.

 

Gilman’s depression lifted when she was able to work, unencumbered by family responsibilities.

 

Gave lectures around the U.S.

 

Secured her reputation in feminist circles when she published Women and Economics (1898)

            Advocated women’s economic independence from men

            Public day care

            Cooperative kitchens

 

Wanted peaceful socialism

 

Argued that the nuclear family was dysfunctional for women. It was more natural for “women’s work” (cooking, cleaning, childrearing) to be done communally, as was the case in most human societies, rather than alone and isolated in the home.

 

The traditional family structure is inherently exploitative—women work, but are not paid.

 

Gender inequality is a product of socialization in the family, not inherent biological differences.

 

Girls and boys learn their gender (not sex) by dressing differently, being praised and scolded for different things.

 

And yet, she thought that men and women were innately different. Because of evolution, women are antiselfish, they want to love, to nurture. Men are competitive, want to fight, take control.

 

 

There were racist sections of her writings, and she seemed to be speaking mainly for white women. She was against slavery and the oppression of African-Americans, and genocide and oppression of Native Americans, though.

 

 

D. Contemporary Feminist Theory

 

Gilman’s feminist theory is almost common sense to many sociologists today, aside from the racist parts.

 

 

Feminist theory today has taken a “postmodern” turn:

 

Feminism against sociology: some feminist theorists are highly critical of sociology because of its male-centeredness, blindness to women

 

Feminism against science: view of science as a masculine, dominating enterprise

 

Feminism against globalization and neo-liberalism (more expressly political): the structure of the world economic system is inherently exploitative of women: e.g. sex slaves, wage inequality, poor health care and day care for immigrant working women

Soc 4000: Intro to Sociological Theory: Review Sheet for Final Exam

Soc 4000: Intro to Sociological Theory

 

Review Sheet for Final Exam

 

The final exam is Thursday May 14, 10:30-12:30 am (but please check to be sure!


The exam covers the overview of sociological theory in America, Social Darwinism, the Chicago School, Structural Functionalism, the rejection of Structural Functionalism, W.E.B. DuBois, C.W. Mills, Charlotte Perkins Gillman and Feminist Theory, George Herbert Mead, Robert Merton, and Berger and Luckmann.

 

You should be able to define and discuss all of the following terms, although this list is not exhaustive:

 

Reconstruction

Urbanization

Immigration

Oberlin College

Yale University

University of Kansas

University of Chicago

Progressive Movement

Social Darwinism

Herbert Spencer

William Graham Sumner

The Chicago School

Urban Ethnography

Symbolic Interactionism

Robert Park

Charles Horton Cooley

George Herbert Mead

Structural Functionalism

Talcott Parsons

“The Structure of Social Action”

Neo-Marxism

Critical Theory

Social Constructionism

Feminist Theory

Post-positivism and post-modernism

 

W.E.B. DuBois

Fisk University

“color line”

Booker T. Washington

Tuskegee Institute

“double-consciousness”

“the veil”

“the talented tenth”

“colortocracy”

The Philadelphia Negro (1899)

The University of Pennsylvania

The Souls of Black Folk (1903)

Marcus Garvey

 

C. Wright Mills

Radical sociology

“The Power Elite”

Triangle of Power

“military-industrial complex”

Social revolts against the power elite

“The Sociological Imagination” (1959)

 

Gender Inequality

Charlotte Perkins Gillman

“Women and Economics” (1998)

Nuclear family

Gender socialization

Sex differences

George Herbert Mead

Mind, Self, and Society

the "other"

the "generalized other"

the "I"

the "me"

pragmatist philosophy

rational choice economics

behaviorist psychology

the self-concept

"play" and "game"

 

Robert Merton

self-fulfilling prophecy

role model

bureaucratic personality

manifest and latent functions

dysfunctions

unintended consequences

middle-range theory

 

Peter Berger and Thomas Luckmann

phenomenology

world-openness

plasticity

species-specific environment

sociology of knowledge

recipe knowledge

habitualization

institutionalization

sedimentation

reifications

internalization

mythology, theology, philosophy, and science

 

symbolic universe

universe-maintenance

primary socialization

secondary socialization

 

SOC 4260 Global Society Final Exam Review Sheet

Soc 4260 Global Society

Final Exam Review Sheet

Remember, the final exam will not be cumulative. As far as I know, it will be held from 8-10am Thursday May 14, in our classroom.
_____________________________________

 

Things you should know about:

participative democracy
representative democracy
democratization
transitions from authoritarianism
Larry Diamond
Condoleeza Rice
David Held
3 waves of democratization
Treaty of Westphalia
national sovereignty
United Nations charter
regional parliaments

Susan Strange
authority beyond the state
non-state actors
ungovernance (global power vacuum)

Americanization

Richard Kuisel

Charles DeGaulle

Jose Bove

Starbucks

McDonalds

Michael Jordan

EuroDisney

Jan Nederveen Pieterse

"hyperpower exceptionalism"

Natan Sznaider

Schindler's List

Holocaust memorial museums

"banalization" of the Holocaust

“Disneyfication” of the Holocaust

"universalization" of the Holocaust


Jon Tomlinson
cultural imperialism
dreams and nightmares
"Dallas"
Ian Eng
Katz and Liebes

Steve Derne
non-elite Indian men
arranged marriages
love marriages
misogynistic movies

 

Nitza Berkovitch

International Women’s Movement

World Society

LCWIO

UN Decade for Women

Beijing Declaration”

 

Yasemin Soysal

Pal Nyiri

Post-WWII changes in citizenship

 

Assimilationism

Pluralism

Corporatism

Multiple citizenship

Universal notions of human rights

“Cultural rights”

Multi-level politics

“transnational pioneers”

“middleman minority”

The transnational Chinese community and the Chinese state

Wednesday, April 22, 2009

SOC 4000: Your professor's favorite theorists, research interests etc.

For the students who asked in class about my personal research interests and favorite theorists, I would say that while I think we can learn from all of the theorists we read in this class, the sociologists who have most influenced my own thinking are Emile Durkheim, Marcel Mauss, and Pierre Bourdieu. Yes, my favorites are all cheese-eating surrender monkeys, I know.

Also, in the area of "theory" (as opposed to my other sociological interests), I have been writing about the implications of contemporary cognitive science and psychology research on sociological theory (specifically, cultural theory and the sociology of morality), and vice-versa. You can find more about all of this on my web site if you are interested.

GI

SOC 4000: "Role Model"

The term role model first appeared in Robert K. Merton's socialization research of medical students.[1] Merton hypothesized that individuals compare themselves with reference groups of people who occupy the social role to which the individual aspires.[1] The term has passed into general use to mean any "person who serves as an example, whose behaviour is emulated by others".[2]

Thursday, April 16, 2009

SOC 4260: "World Falls for American Media, Even as It Sours on America"

http://www.nytimes.com/2008/12/01/business/media/01soft.html?ref=media

Tuesday, April 14, 2009

SOC 4260: Global Society: "A theme park for the Holy Land?"

The 'Disneyfication' of the Sea of Galilee?

SOC 4260 Global Society: Americanization of the Holocaust

Here's a good book review that expands on many of the points discussed in class today.

Tuesday, April 7, 2009

SOC 4000: So you think graduate school is the road to riches?

For a discussion of the value of an MBA degree, click here or here.

For a nice article about the value of grad school right now, try here.

And here is a good article comparing average salaries of people with BA and MA degrees in many fields, including sociology.

It's something to think about for you graduating seniors, anyway.

Thursday, April 2, 2009

France: The Precarious Generation

http://www.pbs.org/frontlineworld/rough/2007/04/france_the_prec.html#

Hats Off to France

http://www.youtube.com/watch?v=JcP4vCANm20

SOC 4260: Understanding Anti-Americanism

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