This is a research essay in sociology for undergraduates. This is the research essay question: 2) Does the concept of subculture help us understand young people’s cultural and social lives? I will add...

This is a research essay in sociology for undergraduates. This is the research essay question:

2) Does the concept of subculture help us understand young people’s cultural and social lives?

I will add documents including:

The assignment explanation and readings to reference from, The assignment rubric, The lecture slides from the relevant weeks.

Please this is a research essay that needs to draw on readings that I provided in the document if relevant I highlighted some, but also has independent research and referencing outside of those readings.

Please have at least 15 references and use the HARVARD style of referencing.

Contact me if there is any question.

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 2000-word research essay (50%) Assessment Objectives:  In this research essay students are to display their developing capacity for critical sociological analysis by focusing on, and critically exploring, a specific subject topic in depth. This essay will allow students to examine one of the key themes/topics introduced in this subject by drawing on both the essential and further readings, as well as their own research. You will be marked on the following criteria: - Interpretation of the question as it relates to this subject’s content - A clear argument and structure - Critical analysis of sociological concepts and perspectives    - Use of data and examples to build your argument.   - Clear, comprehensible and academic writing style  - Referencing according to School guidelines, including a complete reference list at the end of the essay. - Engagement with appropriate material including and beyond the readings provided in the course. Question: 2) Does the concept of subculture help us understand young people’s cultural and social lives? Readings and weeks : Week Five (29 March – 1 April, 2021): Topic: Culture, Difference and Deviance How are we shaped by the norms and beliefs of the cultures we are part of? How do we think about ourselves as belonging to or excluded from society? How do some people get the label of ‘other’ attached to them and not others? In what ways do the social constructions of the self and of community also facilitate the social production of outsiders? This week will examine how sociological research looks at the role of social institutions in creating the notion of ‘outsiders’, ‘strangers’ and in attributing the label of ‘deviance’, and how this can create other types of inequality. Required Reading: Goffman, A (2009) ‘On the Run: Wanted men in a Philadelphia ghetto’, American Sociological Review, 74(3), 339-357. Venkatesh, SA (2008) ‘What Does it Feel like to be Black and Poor’ in Gang Leader for a Day: A rogue sociologist takes to the streets, New York: Penguin Press. Recommended Reading: Anderson, A (2018) ‘Toward a Genealogy of the Liberal Government of Youth’, Journal of Youth Studies, 21(4): 459-475 Becker, HS (1963) ‘Outsiders’ in Outsiders: Studies in the sociology of deviance, New York: The Free Press, 1-18. Bhabha, H (1994) The Location of Culture. London: Routledge. Cohen, S (1980) Folk Devils and Moral Panics: The creation of the Mods and Rockers, Oxford: M Robertson. Downes, D & Rock, P (2007) Understanding Deviance: A guide to the sociology of crime and rule-breaking, New York: Oxford University Press. Foucault, M (1979) Discipline and Punish: The birth of the prison, New York: Penguin, 139-169. Foucault, M (1982) ‘The Subject and Power’ in HL Dreyfus & P Rabinow (Eds.) Michel Foucault: Beyond structuralism and hermeneutics, Brighton: Harvester Press, 208-226. Hawkins, M (2006) ‘Globalisation and Resistance’ in Global Structures, Local Cultures, South Melbourne; Oxford: Oxford University Press, 209-218. Jenks, C (2005) Subculture: The fragmentation of the social, London: Sage Publications. Poynting, S (2007) ‘What Caused the Cronulla Riot?’ Race & Class, 48(1): 85-92. Poynting, S & Morgan, G (2007) (Eds) Outrageous!: Moral panics in Australia, Hobart: Australian Clearinghouse for Youth Studies. Roach-Anleu, S (2011) ‘Deviance, Crime and Social Control’ in J Germov and M Poole (Eds) Public Sociology: An introduction to Australian society, Crows Nest, NSW: Allen and Unwin, 307-328. White, R (2007) ‘Policing the Other: Lebanese young people in a climate of conflict’ in J Jupp & J Nieuwenhuysen (Eds.) Social Cohesion in Australia, Cambridge: Cambridge University Press, 70-79. White, R (2009) ‘Ethnic Diversity and Differential Policing in Australia: The good, the bad and the ugly’ Journal of International Migration and Integration, 10(4): 359-375 Week Six (12 – 16 April, 2021): Topic: Living in a Digital Age The rise of digital technologies, such as the Internet and the Smart phone have reshaped how we live our lives and relate to each other. Required Reading: Hobbs, M Stephen, O, & Livia, G (2017) ‘Liquid love? Dating apps, sex, relationships and the digital transformation of intimacy’ Journal of Sociology, 53(2):271-284. Dreher, T, McCallum, K and Waller, L (2016) ‘Indigenous voices and mediatized policy-making in the digital age’ Information, Communication & Society, 19(1), pp.23-39. Recommended Reading: Baker, S., Buttigieg, B and Robards, B (eds.) (2015) Youth Cultures and Subcultures: Australian Perspectives. Ashgate. Bauman, Z (2003) Liquid Love: On the frailty of human bonds, Cambridge: Polity Press. Castells, M (2012) Networks of Outrage and Hope: Social movements in the Internet age, Cambridge, UK: Polity. Davis, J, Love, T & Killen, G (2018). Seriously funny: The political work of humor on social media New Media & Society, 20(10), 3898–3916. Ellison, N and Boyd, D (2013) ‘Sociality through Social Network Sites’ in WH Dutton (Ed.) The Oxford Handbook of Internet Studies, Oxford: Oxford University Press, 151- 172. Kanai, A (2016) ‘Sociality and Classification: Reading gender, race and class in a humorous meme’ Social Media + Society. 2(4): 1-12. Kanai, A (2017) ‘Girlfriendship and Sameness: affective belonging in a digital intimate public. Journal of Gender Studies, 26: 293-306. Neves, BB et al. (2015) ‘The ‘Non-aligned’: Young People’s Narratives of Rejection of Social Networking Sites ’Young, 23(2), 116-135. Rainie, H & Wellman, B (2012) Networked: The new social operating system Cambridge, MA: MIT Press. Ringrose, J (2008). “Just be Friends”: Exposing the limits of educational bully discourses for understanding teen girls’ heterosexualized friendships and conflicts. British Journal of Sociology of Education, 29(5): 509-522. Robards, B (2013) ‘Leaving MySpace, joining Facebook: “Growing up” on social network sites’, Continuum, 26 (3): 385-398. Robards, B (2010) ‘Randoms in my bedroom: Negotiating privacy and unsolicited contact on social network sites’, Prism, 7 (3) pp. 1-12. Nilan, P (2008) ‘Muslim media and youth in Southeast Asia’, in Y. Kim (ed) Media Consumption and Everyday Life in Asia, pp. 45-58. London: Routledge. Sharp, M and Shannon, B (2020) ‘Becoming Non-Binary: Gender work in Tumblr’ in N Farris et. al. (Eds), Race, Gender, and Sexuality in the Digital Age, Springer, USA, pp 137 - 150. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. Culture, Difference and Deviance Dr Megan Sharp Culture, Difference and Deviance (Punk case study) Culture, Difference and Deviance Connection to Dan’s Lecture Culture encompasses the ideas, values, practices and material objects that allow a group of people, even an entire society, to carry out their collective lives in relative order and harmony (Ritzer 2013: 116). Moral panics (Cohen 1972) can be associated with labelling of crime, criminality and deviance, and is sometimes tied to particular ethnicities or social group - counter-cultures and social movements. Process of exaggeration. Difference as ‘Other’, a resistance to social norms. A ‘feel for the game’ (Bourdieu 1984); socialisation as the formation of dispositions and Habitus as our internalisation of those dispositions. Symbolic violence was first introduced by Bourdieu to describe not just injurious talk or gesture but ‘violence which is exercised upon a social agent with his or her complicity’ (Bourdieu & Wacquant, 1992, p. 167 [original emphasis]). Symbolic violence is embedded in language (Bourdieu, 1994). Authoritative frameworks of communication privilege the normative values of advanced, capitalist, patriarchal societies and so, systems of classification and categorisation themselves become systems of oppression. Bourdieu’s examples of the exercise of symbolic violence include gender relations in which men impose demeaning connotations on women who are already a dominated social group and may have already internalised ideas about their subordination (Bourdieu, 2002). Case Study: Punk and Alt Music Scenes Aim: How can we apply theories we have already looked at to a punk setting and sub/culture? What is a subculture? - Communities, Resistance, Dissension Who sets the rules of the game? - Pierre Bourdieu; Symbolic Violence, Illusio; Habitus Subcultures and Deviance Stuff You Should Know Podcast A Brief Overview of Punk Rock Punks and The Sociological Imagination Structural Social Control, Surveillance, Institutionalisation, The Establishment, Politics and Government Historical Youth Participation, Sound, Globalisation, Resistance to ‘The Norm’ Cultural Globalisation, Youth Movements, Belonging, Identity Critical Do-It-Yourself, Capitalism, Family Structures, Relationships, Employment Connecting Private Troubles to Public Issues Henry Rollins on Punk The Punk Singer *There are some themes of violence against women in this video, as well as nudity and swearing* A Very Black History of Punk Music Queercore: How to Punk A Revolution The punk movement may be described as a music-driven counterculture of marginalised youth seeking to have their voices heard on a range of issues, including the unequal distribution of wealth and class stratification, religion, conservative culture and alienated youth (Sabin 1999: 3). In the late 1960s and early 1970s, English, Australian and American governments were looking to instil a conservative value system into young people who were becoming increasingly disenchanted and disconnected with mainstream society. The resulting alienation from this process led some young people to find spaces that promised emancipatory qualities such as separation from parental values and ownership over the trajectory into selfhood (Langman 2008: 660). Such a space in the music field presented itself as punk, where radical positioning and rebellious influences were celebrated and encouraged. Visual and bodily representations provided a strategy for self-determination; one could be read as a punk through style, language and music activity. A defining feature of punk is that it ‘gives itself to be read’ (Hebdige 1979: 101) as an embodiment of chaos. Punk stylistics include ‘dissonance, distortions, decomposition, clashes of disparate elements, destruction and vulgarity’ (Hebdige 1979: 101). Such an embodiment of young punk attitude is explained in a 2006 interview with Keith Morris (original singer of influential hardcore band Black Flag and founding member of OFF!) for the documentary American Hardcore. He is referring to his experiences as a young person in the California punk scene, Here comes Friday and I’m just gonna go off. I hate my boss, I hate the people that I work with, I hate my parents, I hate all these authoritative figures