1. Learning Objectives WALT To consider how social class relates to identity. To consider how social class relates to identity. To evaluate categorisations of social class. To evaluate categorisations of social class. To explore how the process of Globalisation has lead to more of a global identity. To explore how the process of Globalisation has lead to more of a global identity. WILF WILFAbsorption

2. Postmodernism Activity 1 The Post modernist approach argues that the diversity of values that influence behaviour in the UK mean that identity has changed. Traditional roles have altered and patterns of behaviour are more difficult to recognise. List 10 examples that show that traditional patterns of behaviour still exist. For example, household chores are still done mainly by women The Post modernist approach argues that the diversity of values that influence behaviour in the UK mean that identity has changed. Traditional roles have altered and patterns of behaviour are more difficult to recognise. List 10 examples that show that traditional patterns of behaviour still exist. For example, household chores are still done mainly by women

3. Social Class Starter What is your social class? Give reasons why. What is your social class? Give reasons why.

4. Social Class It is an objective reality that can be measured in terms of differing life experiences and social opportunities for people It is an objective reality that can be measured in terms of differing life experiences and social opportunities for people It is a subjective experience for people who have differing perceptions of what class means in terms of their own identity and who may take a sense of pride or shame from their perceived class position. It is a subjective experience for people who have differing perceptions of what class means in terms of their own identity and who may take a sense of pride or shame from their perceived class position.

5. Social Class Activity 1 Create a list of characteristics that could identify a person’s class: examples might include education, wealth, consumables, leisure, dialect and manners. Identify what behaviours are typical of upper class identity and what of working class identity Create a list of characteristics that could identify a person’s class: examples might include education, wealth, consumables, leisure, dialect and manners. Identify what behaviours are typical of upper class identity and what of working class identity

6. What Class?

8. Social Class It is this common sense view of class to which most of us work. It has an advantage in that it carries within in it the understanding that class consists of social values and culture, as well as the economic implications of a class position. It is also unsatisfactory in that it tends to be based on stereotypes and does not fully describe the complex reality of social class. It is this common sense view of class to which most of us work. It has an advantage in that it carries within in it the understanding that class consists of social values and culture, as well as the economic implications of a class position. It is also unsatisfactory in that it tends to be based on stereotypes and does not fully describe the complex reality of social class.

9. Social Class and Identity Changes in the labour market and the class structure have meant that it has become more difficult to identify someone by their class alone Changes in the labour market and the class structure have meant that it has become more difficult to identify someone by their class alone Increase in service industry. Increase in service industry. Decline of “traditional” manual work. Decline of “traditional” manual work. Increase in status of those with a “trade”. Increase in status of those with a “trade”. Many people work from home. Many people work from home. The increase in self employment. The increase in self employment.

10. The Working Class and Affluence In the 1960’s many of the working class became affluent and were able to purchase consumer goods and adopt lifestyles that were previously restricted to the upper and middle classes. However, just because someone could buy a holiday did not make them middle class. However, it did mean that it was harder to tell what social class a person belonged to. In the 1960’s many of the working class became affluent and were able to purchase consumer goods and adopt lifestyles that were previously restricted to the upper and middle classes. However, just because someone could buy a holiday did not make them middle class. However, it did mean that it was harder to tell what social class a person belonged to.

11. Social Class and Identity Group A- Professional workers (lawyers etc), scientists, managers of large scale organisations. Group A- Professional workers (lawyers etc), scientists, managers of large scale organisations. Group B- Shopkeepers, farmers, teachers, white collar workers Group B- Shopkeepers, farmers, teachers, white collar workers Group C – 1. Skilled manual workers/high grade e.g. master builders 2. Skilled manual/low grade e.g. electricians Group C – 1. Skilled manual workers/high grade e.g. master builders 2. Skilled manual/low grade e.g. electricians Group D – Semi skilled manual- e.g. bus drivers, fitters. Group D – Semi skilled manual- e.g. bus drivers, fitters. Group E – Unskilled manual e.g. general labourers Group E – Unskilled manual e.g. general labourers Criticise this model of social class based on occupation. Criticise this model of social class based on occupation.

12. Globalisation Globalisation has increased cultural diversity in the UK and beyond. The increased mobility (movement) of goods, services, labour, technology and capital (money) throughout the world have lead to an increase in cultural diversity. Globalisation has increased cultural diversity in the UK and beyond. The increased mobility (movement) of goods, services, labour, technology and capital (money) throughout the world have lead to an increase in cultural diversity. Write a paragraph explaining how the process of Globalisation has lead to more of a Global identity. Write a paragraph explaining how the process of Globalisation has lead to more of a Global identity.

15. Sport and Global Common Identity Traditionally, football was a working class sport. The middle and upper classes would prefer to play cricket. Football, the working class and hooliganism have gone hand in hand. Cricket has traditionally been viewed as an exclusive sport- not open to the ranks of the working class. Traditionally, football was a working class sport. The middle and upper classes would prefer to play cricket. Football, the working class and hooliganism have gone hand in hand. Cricket has traditionally been viewed as an exclusive sport- not open to the ranks of the working class. How have developments in sport contributed to a common global identity? How have developments in sport contributed to a common global identity?

16. Activity 2 How have developments in sport helped to develop a common global identity? You can use the text book on page 152/153 to help you. How have developments in sport helped to develop a common global identity? You can use the text book on page 152/153 to help you.

17. Sport and a Common Global Identity Football and other sports now operate as businesses. Football and other sports now operate as businesses. Many working class have gone on to become rich because of their sport. Many working class have gone on to become rich because of their sport. International competition. International competition. The inclusion of developing countries. The inclusion of developing countries.