Preliminary questions<\/span><\/h2>\n\n\n\nChapter 7 outlines the problem of class struggle, showing how the concept of class has developed in cultural theory as well as how it has evolved in the practice of contemporary societies. The idea of class it speaks of relates to various (but overlapping) understandings of the concept as proposed by Karl Marx, Raymond Williams, Richard Hoggart, E.P. Thomson and Pierre Bourdieu. It does not, however, focus on individual theories; rather, it provides an overall insight into the problem of class that these theories propose. It specifically relates to class struggle, explaining its connection to popular culture and how the popular has been the site for social distinction, especially, in relation to cultural production and representation.<\/p>\n\n\n\n
The chapter traces the changes in conceptualizing social stratification that has followed the change in political-economic organization of societies. It traces that change in class vocabulary (slavery, feudalism, capitalism) and the change of systems (industrialism, neo-liberalism), proving that, although it may seem out of date, the problem of class distinction is still a vital part of our modern experience. And important thing the chapter does is explain why class in central for British cultural studies (or popular studies in general). Not only is the concept of class central to understanding cultural process, but also an element of theoretical heritage that has included class in its debate on the cultural practice.<\/p>\n\n\n\n
With this in mind, look at the questions below and rethink what the chapter has to offer. Some of them will refer to specific concepts the understanding of which is fundamental for the understanding the problem of class.<\/p>\n\n\n\n
\n- Why is popular culture a site of class struggle?<\/li>\n\n\n\n
- In what way does the problem of class connect with cultural studies?<\/li>\n\n\n\n
- What is homogeneity?<\/li>\n\n\n\n
- What the concepts of \u2018base\u2019 and \u2018superstructure\u2019 mean and relate to?<\/li>\n\n\n\n
- How can we think of class distinction in terms of a daily experience?<\/li>\n\n\n\n
- Do you or your family experience class struggle? If yes, in what way?<\/li>\n\n\n\n
- Has the perception and practice of class changed (from the Early Modern period to contemporary times)?<\/li>\n\n\n\n
- How terms such as low culture, classical music or kitsch inform about class struggle?<\/li>\n\n\n\n
- Does class difference shows only through material goods?<\/li>\n\n\n\n
- Can you think of any seemingly symbolic forms of social stratification that cause class division?<\/li>\n<\/ul>\n<\/div>\n\n\n\n
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After you read: Important ideas <\/span><\/h2>\n\n\n\nThe concept of class<\/em> plays a key role in cultural studies and is indispensable for understanding the cultural condition of modern life. For the last decade, however, it has seen a gradual exclusion from the cultural debate and has been considered too obsolete for theorizing postmodern, de-industrialized, neo-liberal and increasingly global societies. Anita Biressi and Heather Nunn describe this problem in their Class and Contemporary British Culture<\/em>, showing how debased and rejected, the theoretical validity of class division has looped back, returning class<\/em> to the vocabulary of the cultural debate. By answering the questions in quizzes 7.1 and 7.2, see how this idea has developed in cultural studies and what issues it has brought out. <\/strong><\/p>\n\n\n\n\n
Quiz 7.1<\/h3>\n\n\n\n
Which, in your view, is correct? (Choose between true<\/em> or false<\/em>)<\/p>\n\n\n