PPT-Moral Panics and Young White Working-Class Identities

The Moralising Discourse on Chavs Dr Elias le Grand Department of Sociology Stockholm University GEDS Birkbeck College University of London Introduction Connecting moral panic panic studies a. is Professor of Political Science, University of Toronto, Canada.. Publications:. Reasonable Democracy, . Jürgen. . Habermas. and the Politics of Discourse. , Cornell University Press 1996.. & . Labelling Theory & Moral Panics. Learning Objectives. Key Point. The interactionist view both supports and promotes the argument that crime is socially constructed.. Interactionists argue that criminals are created by labels: The only difference between a criminal and a non-criminal is the label.. Muhammad . Adnan. Identities of individuals in the real world. Name (Forename & Surname) . Socio-economic characteristics of the geographical areas . . Most of us also have virtual identities. The Social Construction of Reality. Peter Berger and Thomas . Luckman. , 1966. Knowledge is derived from and maintained by social interaction. The meanings of anything are the product of human interpretations and are not in nature. Learning Outcomes. All. will know and understand Stanley Cohen’s theory of . moral panics. .. Most. will understand how this links to Naomi Klein’s . Shock Doctrine. .. Some. will be able to identify contemporary moral panics in the mass media.. Dr.. Fariza Khalid . Definition. ‘. what makes you similar to yourself and different from others’ . (. Deschamp. and . Devos. . 1998,p. . 3). . ‘. who or what someone is, the various meanings someone can attach to oneself or the meaning attributed to oneself by others’ . Many times when people are experiencing a transition from one culture to another individuals have a hard time identifying themselves that they end up pretending to be someone they are not. . Robert Granfield. Making History. Peter Marshall. Some mind-stretching questions:. ▪ what . is ‘identity’ in an historical context? . ▪ is . it something ‘essential’, or something socially and culturally ‘constructed’? . Section 5.4. Double-Angle Identities. Proving the first of these:. Power-Reducing Identities. Guided Practice. Prove the given identity.. Guided Practice. Prove the given identity.. Guided Practice. Prove the given identity.. Activity. . Unscramble . the following. What do they have in common?. CALL HID SPY. SALMON ARMY INN. GODFATHER TAUNT. ERROR PANG SEW. 1. MEDIA INFLUENCE ON BEHAVIOUR. 1a. Television. individually. Calculate how many hours of television you have watched in the last seven days. G671. Learning Objectives. Individually. Briefly write down what you think the differences are between . race, ethnicity . and . nationality.. Ext: - Give examples for each.. Race, Ethnicity & Nationality. Is there a Connection?. Eric Kaufmann. Birkbeck College. e.kaufmann@bbk.ac.uk. http://www.sneps.net/research-interests/whiteworkingclass. Community and Closure. 'The distinctiveness of cultures and groups depends upon closure . Making History. Peter Marshall. Some mind-stretching questions:. ▪ what . is ‘identity’ in an historical context? . ▪ is . it something ‘essential’, or something socially and culturally ‘constructed’? . We have already discussed a few example of trig identities. All identities are meant to serve as examples of equality. Convert one expression into another. Can be used to verify relationships or simplify expressions in terms of a single trig function or similar.