Lecture 5 Flashcards
boundaries
refer to the conceptual and classificatory mechanisms by which we draw distinctions between individuals and groups (e.g., “I am like them,” “she is different from me”)
three types of boundaries
symbolic, social and class
social boundaries
objectified forms of social differences manifested in unequal access to and unequal distribution of resources (material and nonmaterial) and social opportunities
social closure
When groups become “socially closed” the distinctions between them and others appear more rigid with strict boundaries around membership and inclusion
social boundaries can sometimes become
social closure
example of social boundaries
the rigid and recognizable differences between class groups or racialized and non-racialized individuals and groups
class boundaries
Often, we draw boundaries that relate to our class positioning or else, that comment on others’ class
example of class boundaries
“He is always showing off his dad’s money” or “she is so hard working…she earned it”
Class-based emotions and consumption
Class boundaries sometimes manifest in the way we discuss our spending or consumption and/or the spending and consumption patterns of those around us
racial hinges
ability of racial lines to swing back and forth
racial loophole
a benefit or lack of one because of their classification
imagined community
the nation; a sense of something in common with a broader group, traditions, place of birth, religion etc.
what the imagined community does
- Allow group members to feel connected even with a lack of a concrete tie
- Produces solidarity
nationalism
the belief that we belong to a nation with “real” borders (American identity, Canadian identity, etc.)
How do children draw boundaries and for what purpose?
the boundaries that children draw may be used both to mark distinctions and as a pathway for connection
“economy of dignity”
refers to the social world in which children live—in which they negotiate their belonging, connect with others, and produce a sense of self
Pugh’s ethnographic work
questions whether and to what extent children use material goods and cultural knowledge to build or bridge boundaries
