Class, Self, Culture

Skeggs, Beverley

doi:10.4324/9781315016177

Cited by 642 publications

(1,119 citation statements)

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“…The class dimensions are also crucial in a context in which socio‐economic inequality profoundly shapes our very understanding of what counts as ‘sexualised’ (Arthurs, 2004; Attwood, 2006; Egan & Hawkes, 2011; Jancovich, 2001; Skeggs, 1997,2004; Tyler, 2008), with implicit distinctions drawn everywhere between ‘trashy’ sexualisation and ‘respectable’ (subtle, discreet, tasteful, etc. – read: middle‐class) ‘sexiness’.…”

Section: Discussionmentioning

confidence: 99%

The Sexualisation of Culture?

Gill

2012

Social & Personality Psych

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This article examines contemporary debates about the ‘sexualisation of culture’. It sets out the context for claims that Western societies are becoming more sexualised and it explores a number of competing perspectives about sexualisation. It then looks in more detail at the nature of claims about sexualisation as they emerge from the different disciplinary perspectives of Psychology and Media and Cultural Studies, contrasting the strengths and weaknesses of each, and raising criticisms of both. In a final discussion section, the article considers the usefulness or otherwise of the notion of ‘sexualisation’ as analytic category and points to the need to go beyond polarised positions. It advocates a psychosocial approach that takes seriously differences and power in considering the contemporary proliferation of ‘sexualised’ images, practices and media.

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Section: Discussionmentioning

confidence: 99%

The Sexualisation of Culture?

Gill

2012

Social & Personality Psych

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“…Although individual articulations of class and whiteness varied, all participants were broadly recognisable as part of Britain's white middle classes, characterised by engagement in processes of class distinction, narratives of individual agency, and an ability to establish and maintain their lifestyles and values as normative and implicitly superior (Lawler, ; Skeggs, ). The majority of participants took their whiteness for granted and some looked confused when I asked their ethnicity, presumably assuming I could see it.…”

Section: Researching National Belonging Across Scalementioning

confidence: 99%

Hierarchies, scale, and privilege in the reproduction of national belonging

Clarke

2019

Trans Inst British Geog

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It is increasingly recognised both that belonging divides hierarchically and that people have different capacities to be seen as belonging. However, while the existence of hierarchies of belonging is well documented from the perspective of ethnically minoritised and migrant groups, what characterises, produces, and underpins these hierarchies is largely unaddressed, as is a geographically informed analysis of their reproduction. This paper, based on interviews with white British people in the suburbs of London, takes a novel approach, examining the reproduction of national belonging among people for whom such belonging is relatively privileged. The paper identifies three constructions of national belonging within white British narratives – “belonging in Britain,” “belonging to Britain,” and “being of Britain” – and argues that, although not always recognised as such, the three constructions are hierarchical in their differing temporalities and connections to whiteness. The elucidation of these different belongings and, crucially, the recognition of their hierarchisation and scalar reproduction, represent major contributions to research on belonging, and also help to explain the exclusion from a full sense of national belonging articulated by British people of colour.

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“…Reviews of parenting styles suggest that their views resonate with middle‐class practices where enrichment activities are one route through which inter‐generational class advantage is reproduced (Devine 2004; Skeggs 2004). Indeed, Vincent and Ball (2007, 1071) have argued that ensuring their children’s participation in enrichment activities – through which the professional middle classes reproduce cultural capital in their children – has itself become read as a class‐specific marker of good parenting.…”

Section: Parents Childhood and The Role Of Schoolmentioning

confidence: 99%

Neoliberalism, policy localisation and idealised subjects: a case study on educational restructuring in England

Holloway

Pimlott‐Wilson

2012

Trans Inst British Geog

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Abstract:Debate about neoliberalism has been a defining drama of twenty-first century geography.Appreciation of the contingent nature of neoliberalization has promoted interest in the localization of policy, and this paper furthers debate in three ways. Firstly, it highlights the importance of the peopling of the state and more specifically the importance of everyday public sector workers in the localized production of roll-out neoliberalization. Secondly, it illustrates the significance of these actors' ideas about idealised policy subjects --and the ways they relate these to their own client groups in different socio-economic neighbourhoods --in the localised emergence of policy. Thirdly, it explores the consequences of this for geographically and socially uneven service provision under neoliberalization.These arguments are illustrated through a case study focus on educational restructuring under New Labour. Our focus is on the Extended Service initiative which combines workfare and family policy agenda by giving primary schools a duty provide/signpost: wraparound childcare; enrichment activities for children; and parenting support. The case study explores how headteachers' understandings of idealised neoliberal parenting subject positions, and their notions of ideal childhoods, shape their attitudes to the implementation of this programme in schools serving different socio-economic communities. This process not only involves the reproduction of classed, (de)gendered, and heterosexed discourses seen in national policy, but also moments where local actors draw on alternative models of parenting and/or childhood to influence school-based policy, with the result that what is perceived to be 'good' for families of one social class is not seen to be so for others. There is a complex politics at play here. Academics must both expose the class biases inherent in neoliberal policies, at the same time as they work as 'critical friends' in improving public service provision which impacts positively on some individuals' lives. 1 Both authors have made an equally valuable contribution to this paper. 2 I IntroductionDebate about neoliberalism has been a defining drama of twenty-first century geography.Over the past decade scholars have engaged with the changing manifestations of, and crises in, this political-economic ideology in diverse parts of the globe, and its importance in spheres as varied as changing state formations, urban policy, and the management of nature (Bailey and Maresh 2009; Breathnach 2010; Goldfrank and Schrank 2009; Peck et al. 2009). The seeming ubiquity of neoliberalism, however, has prompted concern that geographers must recognise spatial diversity in its form if we are to avoid casting it as a monolithic, inevitable and logical response to wider economic conditions (Larner 2003). A key response to this conceptual appreciation of the contingent nature of neoliberalization has been a research into the hybridisation of policy in diverse fields and at different scales (McCarthy 2005; Peck and Theo...

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Class, Self, Culture

Cited by 642 publications

References 0 publications

The Sexualisation of Culture?

The Sexualisation of Culture?

Hierarchies, scale, and privilege in the reproduction of national belonging

Neoliberalism, policy localisation and idealised subjects: a case study on educational restructuring in England

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