A look and tense on sociology

1. The next level of sociology

2. 

3. 
 Every aspect of society has a function
 Manifest – what is wanted and expected
 Latent – occurs but is not recognized as an intended
function
 Society can also have dysfunctions
 Manifest – anticipated disruptions
 Latent – unanticipated disruptions
 Function theorists just want to know how society
works – another group wants to know why society
works in the way that it does – power and control
Function Vs Conflict

4. 
 Marx
 Class
 Proletariat (Plebs)/Bourgeoisie
 The shift from agriculture to industry
 Alienation of the produce from the worker
 Gender
 Race
 Age
Classical Divides

5. 
 Urlich Beck (current sociologist), classical divides no
longer exist
 Choice Biographies
 Kids succeed and failure in all these groups.
What the research says

6. 
 Researched where the line of difference really existed
by looking at the phenotype (genetic expression) of
one’s DNA
 She found the same with eye colour, Brown/Hazel,
have dominance in the genetic landscape while
Green/Blue genes are recessive
Jane Elliot (1968)

7. 
 Educational Outcomes
 Brown/Hazel eyes tend to perform 75% better on all
types of assessment
 Social Outcomes
 Brown/Hazel eyes tend to display aspects of
leadership early on
 Most world leaders have Brown/Hazel eyes
 Blue/Green eyes make up the highest prison
population across all ethnic groups
Jane Elliot (1968)

8. 
 BYD statistics (since it started)
 Most fails tend to be in the blue/green group
 Most quitters come from this group
 Most problems full-stop are in this group
 Tutors have reported it to be much easier working
with Brown/Hazel eyes
 But statistics matter – we need good completions and
we need to change the rules
What does this mean

9. 
 We should review selection criteria
 We need to know who the successes are going to be
 We need to identify the fails so that tutors know
where to focus their attention
 We need to empower those more likely to succeed to
have the tools of success
 We need to keep the Blue/Green in their place!
First Steps

10. 

11. 
 How did that feel?
 How was discrimination allowed by the classroom
structures/architecture/design/knowledge?
 How would you describe labelling when it comes to
this scenario?
 Who was the ‘us’ (we) and who was the ‘them’
(other)
 How could resistance occur?
 Back to those original/classical divides
Reflections

12. 
 Marx
 Class
 Proletariat (Plebs)/Bourgeoisie
 The shift from agriculture to industry
 Alienation of the produce from the worker
 Gender
 Race
 Age
Classical Divides

13. 
 The structures
that keep them
together
Classical Divides

14. 
 The structures that keep them together
 Marx Ideology (worldview) and Structure
 Gramsci Hegemony (buying into a lie)
 Bourdieu Habitus (The outworking of Hegemony
through embodying it – this is my place in the world)
 Bourdieu Doxa (the learned ideology/hegemony)
 Bourdieu Symbolic Capital/Economic Capital/Cultural
Capital/Social Capital**
Classical Divides

15. 
 How has this played out in the course to date
 How have you seen this in movies/videos/novels
 Who are the ‘we’ in our society and ‘who’ are the others
 What can we do??
Thoughts