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Gang violence sociology
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The historical turn that I really like the most out of all is the Critical/Cultural Turn because of Dwight Conquergood and his explorations among different cultures that most people don’t even think about being a ‘culture’. For example, I really enjoyed reading and watching the segment about gangs and how before learning about cultures, I didn’t include gangs into the category of the word ‘culture’. I thought cultures were only for countries and ethnicities, but then I learned gangs are a culture, religious affiliations are a culture and school is a culture as well. I enjoyed how Conquergood dove into the gangs without fear or hesitation and brought out what the rest of the world didn’t see. I mainly decided to choose this historical turn …show more content…
Potter was saying about the root of a problem in a community. The example he gave the class was how schools in Chicago are funded by the amount of property owners in the area and if there are few then the schools get microscopic amounts of funding for the classes. So if you have bad schooling and you live in the ‘ghetto’, where is a community that the children feel safe in and seem fit? Gangs. So many people see gangs as a nuisance and see them as ruffians when in reality they are a culture and a home to many. For some reason this example made me really understand Critical/Cultural turn because it isn’t about the culture itself, it’s about the culture and the community around it. How people interact with that culture, get to know the culture, not just view it from a faraway standpoint. If you view things from a close-minded, faraway standpoint then you have no right to judge because you aren’t putting effort into seeing their views first before disliking or …show more content…
If you are trying to support schools in a heavily ganged area to provide more funding into schooling; people are saying that gangs are only a nuisance then there is a lack of communication. Those are argue that the gangs are only a nuisance have not seen the big picture of what is causing young children to join gangs; they are only seeing the effect of schools not having enough funding. The world is about pulling different views together to have an educated and reasonable perspective of something, each eye sees differently. At the same time, that’s why it’s important to have different views because you can search to see why people view the way they do then either address the problem or come to a mutual understanding. Critical/Cultural Turn is a really important turn because if we don’t come out of our own worldviews how will we understand our neighbors? For example, if all your life you’ve lived in a mansion, had maids, and never had to worry about your next meal how do you expect to understand the people next door who sometimes come over and ask for food? If all we do is judge and not see what the other eye sees then you won’t be able to really learn and embrace different cultures around
Living the Drama by David J. Harding is a text which draws on many sociological theories that are presently relevant to the lives of many individuals. Particularly this compilation of personal accounts and theoretical connections textbook focuses on the role of neighborhood and community’s effect on the lives of present day boys. The book provides real life examples are given to demonstrate two key topics being cultural heterogeneity and collective efficacy. In neighborhoods collective efficacy is relevant regardless of the racial or socioeconomic make up of the area, as it comprises the neighborhoods trust and cohesion with shared expectations of control, which in response determines the public order of that community. In these communities we then find cultural heterogeneity, which is defined as the existence of a myriad of competing and conflicting cultural models. Cultural Heterogeneity, according to Harding, is greater in disadvantaged neighborhoods especially in relation to the topic of academic ambitions and career aspirations of adolescents in these areas. Youth and juveniles are heavily effected by the collective efficacy of an area which determines how may different social models and norms there are in the area or neighborhood in question. In Living the Drama, examples are given which indicate that higher collective efficacy would likely result in less cultural heterogeneity. This relationship between the two theories Is important as it effects the collective leadership, direction and social norms of an area and plays a role in the success or failure of the youth from that specific neighborhood.
However, the students that are on the lower end of the achievement gap are caught between being members of a disadvantaged community and aspiring to be a part of the middle class. This causes them to have to adapt to the communities that they are a part of. This act of adapting to the difference in normative expectations is what Morton refers to as “straddling the gap” or “code switching”. These students not only have to navigate differences in language and dress codes but they have to switch dispositions to ones that are unfamiliar to them, which can come into conflict with those at home (Morton 276). There are benefits to the code-switching that these students do. For example, multicultural societies are characterized by the intermingling of cultural communities and the students who belong to different communities have the greatest position to help new relationships form between them (Morton 277). However, educational systems are being used to potentially alienate the students from their communities values and relationships in order to form them for a labor market. Morton believes that “whether educational institutions are justified in undertaking the task of rectifying this injustice by shaping a
Americans have embraced debate since before we were a country. The idea that we would provide reasoned support for any position that we took is what made us different from the English king. Our love of debate came from the old country, and embedded itself in our culture as a defining value. Thus, it should not come as a surprise that the affinity for debate is still strong, and finds itself as a regular feature of the mainstream media. However, if Deborah Tannen of the New York Times is correct, our understanding of what it means to argue may be very different from what it once was; a “culture of critique” has developed within our media, and it relies on the exclusive opposition of two conflicting positions (Tannen). In her 1994 editorial, titled “The Triumph of the Yell”, Tannen claims that journalists, politicians and academics treat public discourse as an argument. Furthermore, she attempts to persuade her readers that this posturing of argument as a conflict leads to a battle, not a debate, and that we would be able to communicate the truth if this culture were not interfering. This paper will discuss the rhetorical strategies that Tannen utilizes, outline the support given in her editorial, and why her argument is less convincing than it should be.
...n an entirely different meaning. We need to be aware of the presence of gangs in our society. Leaders of the gangs can offer positive things provided that they do not encourage violence. As educators, we must try to instill these positive actions by encouraging open mindedness.
Turning points in history can mean a change in the way the things are done in the past, sometimes for the better, and other times for the worse. Two notable turning points in history were the Industrial Revolution and also World War I. These both had some political, social and cultural impacts.
The effects of cultural traditions and institutions are primary factors influences that determine the ideologies of gender and sexuality within societal sects. Authors have explored the theology of the various origins of these elements within society through the science fiction genre and how these elements lead to discrimination and isolation. Authors’ concepts of social structures that formed perceptions of gender and sexuality are created by desensitizing sex through a systematizing of sexual desires and actions.Western culture and society has inserted traditionally social policy in regard to gender and sexuality through religious institutions, while propagating xenophobia
As stated by Watts, Diemer, and Voight (2011), “Critical consciousness (CC) describes how oppressed or marginalized people learn to critically analyze their social conditions and act to change them” (p.44). An ethnic studies curriculum helps foster critical consciousness because students are required to think critically about the experiences of different ethnic groups. Instilling this knowledge in students of color is imperative because “young people in urban areas are often marginalized from larger societal discussions and from public policy decisions that deeply affect their lives” (McIntyre, 2000, pp.129-130). Students of color, who understand and are able to engage with the sociopolitical environment surrounding them, can work to promote
Reflection has its importance in clinical practice; we always seek to be successful and that can be achieved by learning every day of our life through experiences we encounter. In that way we can reconsider and rethink our previous knowledge and add new learning to our knowledge base so as to inform our practice. Learning new skills does not stop upon qualifying; this should become second nature to thinking professionals as they continue their professional development throughout their careers (Jasper, 2006). According to Rolfe et al. (2001), reflection does not merely add to our knowledge, it also challenges the concepts and theories by which we try to make sense of that knowledge. Acquiring knowledge through reflection is modern way of learning from practice that can be traced back at least to the 1930s and the work of John Dewey, an American philosopher and educator who was the instigator of what might be called ''discovery learning'' or learning from experience. He claimed that we learn by doing and that appreciating what results from what we do leads to a process of developing knowledge, the nature and importance of which then we must seek to interpret (Rolfe et al., 2001).
When it comes to anthropological theories, it is hard to prove or disprove them because everyone has different experiences in their lives within their different cultures that contribute to their opinion on that theory. I believe this is true with the theory of cultural relativism. My experiences within my own culture and the beliefs of my culture have led me to both agree and disagree with different aspects, or lack thereof, of cultural relativism. I believe there exists a duality within the theory of cultural relativism, a duality that I am familiar with and that has become a significant part of my culture. I am from the Twin Cities in Minnesota. The “Twin Cities” refers to Minneapolis and St. Paul. Only divided by a river (or in some cases, just a street), these cities are of equal, yet different importance in Minnesota culture. My experiences spending time in the two cities have led me to live in duel cultures. While many people live in a duality of cultures through their ethnicity, I identify with duel cultures based on geography. My experiences in both Minneapolis and St. Paul contribute to my ambivalence regarding cultural relativism. In Anthropology, there is a gray area when it comes to generalizing about cultures, because we all come from different ones. The idea of duality is a familiar one with which I can apply to my own life and my own culture, as well as to the well-known anthropological theory that tries to find an answer to the question of what culture is.
“Critical Theory is a theory seeking emancipation and change in a dominant social order” (Baran & Davis, 2012). Critical theory is a social theory that deals with different aspects of society. It tends to critique cultures that include: media, advertising and consumer culture. Moreover, Critical theory is also used to study how education is dealt with using information technology and it also concentrates on social relationships that are social, political and economic. The critical theory is known to be one of the theories that have been defined in different ways by different theorists depending on how they understood the theory. This paper will mainly discuss the literature review of the Critical theory and how it can be applied to television. To be precise I will focus on analyzing or criticizing feminism in a television series known as “Sex and the City”. I chose to criticize feminism on a television series because I believe that this is a serious issue that is being debated all around the world today.
The connection between culture and society are fundamental in the understanding of anthropology. Culture on its own is a huge topic that can be studied for years and years. There is a never-ending stream of new ways culture affects human beings in everyday life. Just walking through the hallway puts culture into use. How we are supposed to interact with people in society and how we actually interact with people is all based on culture. Without culture, a healthy working society would not exist, and without society, culture would be a very difficult concept to pass on and use in daily life.
The Great Proletarian Cultural Revolution or simply the Cultural Revolution was launched by Mao Zedong in May 1966 and lasted until his death in September 1976. The first two years of the Revolution, which was the most violent phase of the struggle, was led by militia units comprised of students called the Red Guards. Their goal was to destroy anything in relation to the “four olds”: Old ideas, old culture, old customs, and old habits. They also engaged in the purpose of the Cultural Revolution according to the “Sixteen Points” by beating, humiliating, and even killing the “capitalist-roaders”. By mid-1968, Mao realized the young Red Guards were overly annihilative, so he abolished them. Although according to the “Sixteen Points”, the purpose of the Cultural Revolution was to eliminate those who are “capitalist-roaders” and to transform China into an equal, socialist society, Mao’s true, unrevealed goal of the CR was to eliminate his biggest enemy, who was the Chairman of China and Vice Chairman of the Chinese Communist Party, Liu Shaoqi, in order to further consolidate his own power in the People’s Republic of China.
Ethics is defined as a study that deals with what behavior is considered to be, good or bad. Ethics is about doing what is right for other people throughout society (Kraft). Ethical principles result from religions, philosophies, and cultural ideas. The world is changing and so is everything in it, judgments about what is ethically right and wrong are also changing. Ethical relativism is important within society, along with utilitarianism, deontology, virtue-based ethics, and ethical principles of healthcare.
Our world is constantly changing and it requires a society that is well versed in understanding the problems deriving from culture differences and tolerance of one another’s beliefs and perceptions. We are dealing with systemic problems in education, economic, government, religion and culture differences.
“Western culture, Western civilization (the modern culture of western Europe and North America)” (Princeton University). The definition of western culture is broad and can be applied to many different aspects of life. In the world of health care, western culture prevails when discussing end of life situations. The main focus of western communication in these situations is keeping trust between patients directly and communicating the situation with them in a clear but respectful manner (Hawryluck). According to the National Health Service in the United Kingdom most health and social care staff have received some basic, generic communication skills training for end of life communication. However seeing as end of life situations are one of the most intense and demanding situation of a health care professionals career to deal with, “most believe they would benefit from further training to address the challenging demands of conversations with people approaching the end of life” (NHS). One of the major factors in these discussions is the age of the patient in question. Since it’s not usual for a family member to die before they are old and considered elderly, different situations are in need of different responses. Especially in the case of a child, teenage, or any other death for people under the age of 60. The dialogue between the patient and doctor or any other health care official is greatly influenced if the patient is a minor or an adult. Conversation structure and even the person the professional is likely to have a conversation with might change. In the western world society tends to be split up into 3 major age groups; children and young adults (under 18 years of age), adults (19-60 years of age)...