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Chapter 2

Chapter 2 - Social Identity.docx

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Department
Anthropology
Course Code
ANTHROP 1AB3
Professor
Emily Cowall

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Anthropology 1AB3 – July 3/2013 Chapter 2 – Social Identity Coming of Age - 49-69 - Formation of the person throughout the ages in the context of social status, geography and culture - There are variations to the trajectory where identity formulates outside of cultural normal From Cradle to the Grave - Instinctive relationships and behaviours between parents and infant/child - Bonding/nurturing/facilitating - Teaching/forming - Child/adolescent/adult - Position in adulthood - Position as life cycle declines George Herbert Mead: Self as product of interaction - Mind, self, and society (1934) - We CANNOT develop normally without others, we are social beings in a very profound sense - The Self is a social “product” developed through encounters with others - Self is divided into two parts: 1) “I’ a. Represents the spontaneous, unique, and natural traits of the self 2) “Me” a. Represents the social part of the self, the internalized demands of society and the individual’s awareness of these demands - Different phases to become ourselves a) Becoming self-conscious through speech b) Taking the role of the other; through play and in games c) The “I” and the “me” connected in dialogue All together: individualization - The development of self requires: 1) Unstructured play, which imbues a sense of empathy 2) Participating in games, which imbues a sense of fairness 3) Development of a sense of the generalized other (a person has of the common expectations that others have about actions and thoughts within a particular society, and thus serves to clarify their relation as a representative member of a shared social system) 1) Prepatory stage: - Children imitate the people around them; use gestures and symbols to communicate 2) Play stage - The self takes on the role of one other person in one situation - Child becomes aware of social relationships and will pretend to be something/someone 3) Game stage - Difference b/w play and games is rules - Children have the ability to take on many other rules – but still only one situation o Eg. Sports: children are able to understand many roles, but still only one situation (the sport) - Kids understand the responsibility of others around them - Stimulation in the early years is the foundation to a person’s social identity and their ability to move further ahead Linguistic Anthropology: Communication: foundation for culture and identity - Language Components o Phonology: sounds o Morphology: word structure o Syntax: sentence structure o Semantics: meaning o Pragmatics: language in contexts of use o Discourse: bringing the elements together into meaningful dialogue o Ethnopragmatics: language use in a particular culture that has meaning within its social context Language shapes communication - Helen Keller & Anne Sullivan o Lead to the technology of stopping the ideas that people who were deaf/mute were idiots o Social attitude: if you could not speak or hear within the language, you were sub- intelligent Language inequality/Gender specific language - Male Competitive weapon in public setting - Female Building closeness in private settings - Do you agree? Does this create the silence between men and women What examples of males and female language do you know? Metaphor - One of the most prominent examples of a metaphor in English literature - All the world’s a stage, and all the men and women merely players; They have their exits and their entrances - This quote is a metaphor because the wor
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