1. society

1
es
What is Society
and Culture?
e
pa
g
‘What’s the best definition of
Society and Culture? Well, it’s
about stuff …’
m
pl
Year 12 Society and Culture student,
Narara Valley High School
Sa
This chapter introduces you to the subject of Society and Culture. You
will be introduced to the concepts that underpin the course, and social and
cultural research, which provides the information for you to think about the
course. It also outlines the major features of the book, and starts your journey
towards the social and cultural literacy that is the aim of the course.
chapter overview
1.1 Introduction to Society and Culture
1.2 About the Book
1.3 Suggestions for Using the Book
Chapter 1: What is Society and Culture?
S&C_HSC_CB_01.indd 1
1
2/10/08 3:29:53 PM
1.1 Introduction
and Culture
to Society
The concepts
pa
g
Society
es
The central concern of Society and Culture in Stage 6 is the interaction
of persons, societies, cultures, environments and time. These fundamental
concepts can be found in some combination in every aspect of the subject,
and interact in all aspects of course work. Through understanding the
interaction between these fundamental concepts, students of Society and
Culture begin to understand themselves, their own society and culture, and
the societies and cultures of others.
The syllabus also recognises four other concepts that are vital to the
study of any society and/or culture. These are power, authority, gender and
technology. It is likely that you will come across some aspect of each of these
concepts in everything you study in Society and Culture.
Together these nine concepts form the backbone of the course, and should
underpin your understanding of everything you do. Although the meaning
of each concept may vary slightly depending upon the context in which it is
used, the following general meanings have been adopted for use throughout
this book.
Sa
m
pl
e
This concept refers to the way people organise themselves. Throughout
the course you will notice the variety of groups, networks, institutions,
organisations and systems that people use to link themselves with others to
form a society. For example, the persons who make up Australian society
are linked together through institutions (such as a national parliament
and the Australian Defence Forces), media networks (such as those of
Rupert Murdoch and James Packer) and sporting organisations (such as the
Australian Cricket Board and Football Federation Australia). When those links
are in place, people are joined in a society.
Is graffiti a crime? Does perception change if the cause is just? Who has the authority to graffiti
public places? Who has the authority to remove it? Could any society agree on these questions?
2
Heinemann Society and Culture
S&C_HSC_CB_01.indd 2
2/10/08 3:29:54 PM
Culture
Culture generally refers to the values, arts, technology, laws and beliefs
that bind a society together. It may include examples as diverse as artwork,
language, literature, tattoos and religions. These ways of thinking, feeling and
behaving are connected to the shared knowledge of a society, allowing its
members to gain meaning from the objects and ideas around them. There
was a strong sense of shared culture in the United States’ reaction to the
September 11 terrorist attack in 2001. The sense of patriotism drew the
society together and a cultural symbol—the American flag—became a strong
rallying point. The use of the Australian flag as a rallying point during the
Cronulla riots of December 2005 proved much more problematic.
Persons
This refers to individuals who are shaped by their society and culture. They
develop a social and cultural identity, and learn to communicate and interact
with other persons in a society. We are all examples of persons interacting in
some way with our society.
A typical shop window in the United States
after the September 11 terrorist attack.
Note the use of the American flag as a
cultural symbol.
es
Environment
Sa
m
pl
e
pa
g
This can refer to the physical setting of a society, but you will also learn
about other types of environments such as the social and psychological
environment. For example, former prime minister John Howard’s statement
that he wanted to create a ‘comfortable and relaxed’ society in Australia
under his prime ministership was an attempt to create a specific social
and psychological environment that was rooted in his understanding of
our history and past cultural experience. As persons, our attitude to and
interaction with our environment can be critical. In the 2007 federal election,
Labor leader Kevin Rudd was able to make much political mileage out of
John Howard’s reticence to act on environmental issues. The development
of individual attitudes to the environment can reflect society’s shared values.
The 2007 election result showed that Australians’ attitudes about the
environment were starting to coalesce around a need to take positive action
to secure the future of the environment.
Global warming is emerging as a major threat to the entire earth’s environment. If it continues
what impact could it have on societies, cultures and the diversity of life?
Chapter 1: What is Society and Culture?
S&C_HSC_CB_01.indd 3
3
2/10/08 3:29:54 PM
Time
Time is a constant in all societies and cultures. We choose to measure it in
terms of past, present and future. Throughout the course it will be used as
an indicator of continuity and change. The example above of John Howard
speaking publicly about his desire to recreate the social and cultural values
and environment of 1950s Australia reflects a political use of the concept of
time. It is important to remember that time is, however, a social construct.
It has no meaning beyond that any society gives it. Ethiopia, for example, still
uses the Julian calendar, which meant it celebrated the millennium in 2007,
as well as being six hours outside the prevailing time system.
Power
Authority
pa
g
es
The easiest way to understand power is to think about what it is that allows
people to bring others to do things they may not normally do. It involves a
capacity to influence others to follow a course of action or point of view they
would not otherwise follow. A clear example was the policy of Australian
governments to displace and break up indigenous Australian families. When
John Howard committed Australia to the ‘war on terror’ he did it in the face
of opinion polls that showed that most Australians were against Australian
troops fighting in Afghanistan and particularly in Iraq. As prime minister he
had the authority to act, but was he exerting power by doing so in the face of
popular opinion?
m
pl
e
This is often confused with power, and can actually be thought of as a
subtype of power. It is difficult to imagine authority without some degree
of power. Authority implies a legitimate use of influence and/or persuasion.
Someone in authority has the accepted right to make decisions; someone
in power would make decisions regardless of what those affected by the
decisions think. Police, for example, have authority to act in a particular
way in specified situations, such as confronting a rioting crowd or a criminal
suspect. If they overstep that authority by acting in an illegal manner,
it results in an abuse of power. It then lacks the legitimacy associated
with authority.
Gender
Sa
This concept refers to the socially constructed differences between men and
women. It does not refer to the physical or biological differences between
males and females, but rather the value society places on those physical and
biological differences. It may mean that a society accepts males as tough and
boisterous, while females are accepted as sensitive and shy. These beliefs only
have meaning because a society gives them one, not because they are based
on facts.
Technology
Simply put, technology means the tools that make tasks easier, enhancing the
natural ability of persons to perform those tasks. For example, the Internet
makes communication of information faster and more extensive, and robot
machines improve the mass production of motor vehicles. Technology is not
accessed equally across the world, and countries and companies with access
to higher levels of technology are able to produce more products more
quickly, and distribute them much more efficiently.
4
Heinemann Society and Culture
S&C_HSC_CB_01.indd 4
2/10/08 3:29:54 PM
It is the interaction of these nine compulsory concepts that underpins so
much of what you will be studying over the next two years. None of these
concepts should be isolated. It is their interaction that creates the world and
life that we recognise as human. You will frequently be asked to reflect upon
the nature of the interaction of the compulsory concepts.
Environment
Culture
Society
Persons
Society
es
Culture
Environment
pa
g
Figure 1.1 A diagrammatic example of integrating the four fundamental course concepts.
Social and cultural research
Sa
m
pl
e
Society and Culture holds great appeal for students interested in people,
cultures, values and beliefs. It encourages students to question the world
they see around them, and provides them with the skills to participate
in a modern, changing world. Students become confident in thinking for
themselves, and have the opportunity to carry out original social and cultural
research in areas of personal interest.
As you learn about the methodologies of social and cultural research in
various chapters, you will develop an appreciation of the ethics involved. You
will learn of the need to avoid value judgements, where you try to rank one
society or culture as better or worse than another. You will also learn about
the need to develop methodologies that enable you to support your ideas
with evidence, not opinion.
It is the ability to research a topic or issue in an ethical and responsible
manner that marks a successful Society and Culture student. You will be
given many opportunities to carry out original research during the course,
using a variety of appropriate methodologies. Each of these helps you to
become a successful Society and Culture student.
Social and cultural literacy
The Society and Culture course aims to produce socially and culturally
literate students. This means that it is expected that you will display accepted
indicators of a socially and culturally literate person. These include such
things as:
•having a sense of personal, social and cultural identity
•showing concern for the welfare, rights and dignity of all people
•understanding continuity and change, and the way they can impact upon
the future
Chapter 1: What is Society and Culture?
S&C_HSC_CB_01.indd 5
5
2/10/08 3:29:54 PM
•communicating effectively
•researching ethically and effectively
•empathising with people of different societies and cultures
•making informed decisions on social issues
•showing critical discernment towards the media
•being interested in both the macro and micro worlds.
This is not a checklist, nor is it a list of points that would be tested in
an examination. Rather, these indicators represent values, attitudes and
characteristics that are part of a process of development that you may be
undergoing throughout your life.
The course
pa
g
es
The Preliminary course comprises three discrete topics that prepare students
for the knowledge and skills requirements of the Higher School Certificate.
Briefly, Chapter 2 ‘The Social and Cultural World’ is an introduction to the
concepts and methodologies of the course; Chapter 3 ‘Personal and Social
Identity’ looks at the development of the self and others in a variety of social
and cultural settings; and Chapter 4 ‘Intercultural Communication’ allows
for comparisons between societies and cultures. The first topic helps you to
understand the language and ideas of the course; the second has you looking
inwards at yourself and your place in society; while the third looks outward
to the way our society interacts with others.
Topic 2
Personal and Social Identity
• Looking inwards
• Who am I?
• Why am I like this?
• How do I compare with others?
• How do I find out the answers to these
questions?
Topic 3
Intercultural Communication
• Looking outwards
• How do we communicate?
• How and why are other societies and
cultures different?
• How can we learn to understand other
societies and cultures?
• How do I find out the answers to these
questions?
Sa
m
pl
e
Topic 1
The Social and Cultural World
• Introduces the concepts of Society and
Culture
• Introduces the requirements of social and
cultural research
• A degree of social and cultural literacy
• Successful completion of the Preliminary Society and Culture course
• A platform of knowledge and skills to enable you to successfully negotiate the HSC Society and
Culture course
Figure 1.2 The Preliminary Society and Culture course.
There are two compulsory sections of the HSC course: the Personal
Interest Project (PIP) and the core (see Chapters 5 and 6, respectively). The
PIP is worth 30 per cent of the HSC, and is an opportunity for students to
carry out guided social and cultural research in an area of personal interest.
Comprising a maximum of 5000 words, it is a rewarding and enriching
opportunity to develop a range of skills required in the modern workplace.
It is also important to remember that it is your chance to explore a topic that
has real meaning for you. The core is also 30 per cent of the HSC course,
and examines social and cultural continuity and change. Particular emphasis
is given to the study of one country in detail, and students are taught how to
develop hypotheses for thinking about the future.
6
Heinemann Society and Culture
S&C_HSC_CB_01.indd 6
2/10/08 3:29:54 PM
The remainder of the HSC course is the examination of two depth studies
(each worth 20 per cent) chosen from the following: Popular Culture; Belief
Systems; Equality and Difference; and Work and Leisure (see Chapters 7
to 10). Each depth study allows detailed examination of a specific focus
example, and students have the opportunity to relate their studies to their
own real life experiences, interests and observations.
Society and Culture is a challenging subject that engages students
intellectually and emotionally. It is an ideal preparation for any number of
tertiary studies, equipping students with invaluable experience in primary
research, critical thinking and the application of methodologies. With the
knowledge, skills and experience gained in its study, you could find yourself
with the skills required for success in a wide array of jobs including media,
teaching, politics and research.
Core: Social and Cultural Continuity and
Change (30%)
Compulsory
• Understanding the nature of social and
cultural continuity and change
• Applying that knowledge to a specific
country
• Consolidating knowledge and
understanding of social and cultural
research methodologies
• How do I find out about these things?
Depth studies 1 and 2 (each worth 20%)
Students must choose TWO of the four
depth studies offered:
– Popular Culture
– Belief Systems
– Equality and Difference
– Work and Leisure.
es
The personal interest project (30%)
Compulsory
• Your own choice of topic, giving you the
opportunity to showcase your specific
knowledge and social and cultural research
skills
• This is an ongoing project that requires
commitment over a nine‑month period
pa
g
• Includes a specific focus study
• Understanding the nature of the depth
study
• Understanding possible future directions of
the focus study
• How do I find out about these things?
m
pl
e
• A level of social and cultural literacy
• Knowledge, skills and experience in a specific area of social and cultural research
• Knowledge and understanding of your micro and macro worlds
• Knowledge and skills that will be valuable for further study and employment
• Successful completion of the HSC Society and Culture course
Sa
Figure 1.3 The HSC Society and Culture course.
1.2 About
the book
Outcomes
At the start of each chapter you will find a list of the appropriate outcomes
that are being targeted in that depth study or unit of work. You will also
find explanations of how the outcomes fit into the study. It is important to
remember that outcomes underpin all your work in the Society and Culture
course. They are the basis of what you learn and, perhaps more importantly,
how you are assessed.
Outcomes are the knowledge and skills you are expected to gain in
studying a particular topic. They are a guide to what you should be able to
do. The explanations to each outcome should help you to see how it fits into
the topic, and act as an indicator of the knowledge and skills you need to be
able to display in any assessment task.
Chapter 1: What is Society and Culture?
S&C_HSC_CB_01.indd 7
7
2/10/08 3:29:54 PM
When you are being assessed, it is important that you are aware of which
particular outcomes are being targeted. That will help you to understand
what you are expected to show that you can do.
Specific concepts
pa
g
es
Each chapter contains a list of concepts that are specific to the topic or
depth study being dealt with. These concepts are those that become the
‘language’ of the topic or depth study. In other words, these are the terms
that you need to use when writing about the topic. You will notice that the
meaning of a concept may vary from chapter to chapter. This is because the
meaning of any concept may change depending upon the context in which
it is used. For example, the meaning of socialisation when used as a concept
in the Intercultural Communication topic may differ from the way the same
concept is used in the Popular Culture depth study. It is vital to always
consider the context in which you are using a concept. This is one way you
can show examiners that you truly understand the content of the course, as
well as its inherent concepts.
During assessment, it is important that you learn to use the topic and
depth study specific concepts appropriately in your response. In this way
you can prove that you are meeting one of the most important outcomes of
the course: the ability to express yourself in the language and concepts of
the course.
Your turn
Sa
m
pl
e
You will find various exercises throughout each chapter. These are headed
‘Your turn’, and require you to respond to various types of stimuli. They are
designed to encourage you to think about the issues raised in the text. It is
important to remember that they are not designed to have a ‘correct’ answer,
but rather to encourage you to think for yourself, and support your ideas with
factual examples and explanations.
Society and Culture is not about an absolute truth. Instead, it is a subject
that demands that you think in a critical manner and develop appropriate
responses. You should find relevant examples to support your ideas with
material from the chapter and your own research, and express your response
using the appropriate concepts and language.
Catherine’s, Jo’s and Liam’s work
Throughout the book you will find references to the work of students.
Catherine’s is the work of Catherine Hoad, who was a Year 12 Society and
Culture student at Narara Valley High School in 2007. Jo’s is the work of
Joanne Salama whose work was a feature of the first edition. Some has been
retained. Liam’s is the work of Liam Howitt, who studied the Preliminary
Society and Culture course at Narara Valley High School in 2007. All are
talented students, who have given permission for their work from the
Preliminary and HSC courses to be used. The authors felt it was important
to include the work of real students studying the course in a comprehensive
high school.
The students’ work has been included to give an example of the type of
responses students may give to the work. They are not presented as the only
response, but simply as one possible response. You should look particularly
at the way these students use examples to support their responses, as this is
crucial to examination success.
8
Heinemann Society and Culture
S&C_HSC_CB_01.indd 8
2/10/08 3:29:54 PM
Focus studies
for using
pa
g
1.3 Suggestions
the book
es
In each depth study, you will find focus studies, sometimes labelled major
and minor. These focus studies are examples of approaches to material, and
are not presented as definitive. There are many choices for appropriate focus
studies in any area. The focus studies published here are merely a guide to
the appropriate approaches, methodologies and management of content.
There is no value judgement attached to a focus study being designated
major or minor. The major focus study is simply the one with the most
content. It is hoped that the content of a focus study is sufficient to give
you a guide as to what is required knowledge for examinations. It is not
intended to be a complete package of knowledge. All focus studies should be
approached as an introduction to a topic. It is your responsibility to research
extra material to support your study.
If the focus study you are studying differs from the ones presented here,
the published focus study should give you an indication of the types of
questions you should ask of yourself during your study. Even though the
content will be different, the questions being asked of the material should be
basically the same. You can use the focus study as a guide for your own work.
Sa
m
pl
e
Society and Culture is an exciting and stimulating subject. It requires you
to think independently and critically. It doesn’t seek a single, correct answer.
Rather, it requires you to consider a range of alternatives. It demands that you
support your responses with intellectual argument, not emotion. Your own
life experiences are a legitimate part of the course, but must be reinforced
with references to the world of public knowledge.
This book is designed to reflect the philosophy of the Society and Culture
course. It does not pretend to present a single, integrated approach to the
subject, nor does it seek to hold ‘the answers’. It should not be viewed as
a book that can be opened at the start of Year 11, and closed at the end
of Year 12. No book could do that and remain faithful to the philosophy
of Society and Culture. Rather, it should be seen as a starting point; a
springboard for further exploration by students and teachers. The ‘Pushing
the limits’ section is designed to provide direction for those students who
wish to explore topics in more depth.
There are suggestions for further work, exercises designed to stimulate
discussion and thought, and sufficient factual material to introduce students
to the concept of supporting their ideas with reference to specific examples.
None of these is intended in any way to be complete.
Chapter 1: What is Society and Culture?
S&C_HSC_CB_01.indd 9
9
2/10/08 3:29:55 PM