Culturalism and structuralism


Culturalism 
In the collective mythology of cultural studies, Richard Hoggart (1957), Raymond
Williams (1965, 1979, 1981, 1983) and Edward Thompson (1963) are held to be early
figureheads representing the moment of ‘culturalism’. This perspective is later contrasted
with ‘structuralism’. Indeed, culturalism is a post hoc term that owes its sense precisely to
a contrast with structuralism.
Culture is ordinary, culturalism stresses the ‘ordinariness’ of culture and the active, creative capacity of people to construct shared meaningful practices. Empirical work, which is emphasized within the culturalist tradition, explores the way that active human beings create cultural meanings.
There is a focus on lived experience and the adoption of a broadly anthropological definition of culture which describes it as an everyday lived process not confined to ‘high’ art. Culturalism, particularly for Williams and Thompson, is a form of historical cultural
materialism that traces the unfolding of meaning over time. Here culture is to be explored
within the context of its material conditions of production and reception. There is an
explicit partisanship in exploring the class basis of culture that aims to give ‘voice’ to the
subordinated and to examine the place of culture in class power. However, this form of
‘left culturalism’ is also somewhat nationalistic, or at least nation-centred, in its approach.
There is little sense of either the globalizing character of contemporary culture or the
place of race within national and class cultures.
Structuralism
Culturalism takes meaning to be its central category and casts it as the product of active
human agents. By contrast, structuralism speaks of signifying practices that generate meaning as an outcome of structures or predictable regularities that lie outside of any given person. Structuralism searches for the constraining patterns of culture and social life which lie outside of any given person. Individual acts are explained as the product of social structures. As such, structuralism is anti-humanist in its decentring of human agents from the heart of enquiry. Instead it favours a form of analysis in which phenomena have meaning only in relation to other phenomena within a systematic structure of which no particular person is the source. A structuralist understanding of culture is concerned with the ‘systems of relations’ of an underlying structure (usually language) and the grammar that makes meaning possible.
Deep structures of language
Structuralism in cultural studies takes signification or meaning production to be the effect
of deep structures of language that are manifested in specific cultural phenomena or human speakers. However, meaning is the outcome not of the intentions of actors per se but of the language itself. Thus, structuralism is concerned with how cultural meaning is generated, understanding culture to be analogous to (or structured like) a language.
The work of Ferdinand de Saussure (1960) was critical in the development of structuralism. He argued that meaning is generated through a system of structured differences in language. That is, significance is the outcome of the rules and conventions that organize language (langue) rather than the specific uses and utterances which individuals deploy in everyday life (parole).
According to Saussure, meaning is produced through a process of selection and combination of signs along two axes, namely:
1 the syntagmatic (linear – e.g. a sentence);
2 the paradigmatic (a field of signs – e.g. synonyms).
The organization of signs along these axes forms a signifying system. Signs, constituted by
signifiers (medium) and signifieds (meaning), do not make sense by virtue of reference to
entities in an independent object world; rather, they generate meaning by reference to each
other. Meaning is a social convention organized through the relations between signs.
In short, Saussure, and structuralism in general, are concerned more with the structures
of language which allow linguistic performance to be possible than with actual performance in its infinite variations. Structuralism proceeds through the analysis of
binaries: for example the contrast between langue and parole or between pairs of signs
so that ‘black’ only has meaning in relation to ‘white’, and vice versa.
Culture as ‘like a language’
Structuralism extends its reach from ‘words’ to the language of cultural signs in general.
Thus human relations, material objects and images are all analysed through the structures
of signs. In Lévi-Strauss (see Leach, 1974), we find structuralist principles at work when
he describes kinship systems as ‘like a language’ – that is, family relations are held to be
structured by the internal organization of binaries. For example, kinship patterns are
structured around the incest taboo that divides people into the marriageable and the
prohibited.
Typical of Lévi-Strauss’s structuralism is his approach to food, which, he declares, is
not so much good to eat, as good to think with. That is, food is a signifier of symbolic
meanings. Cultural conventions tell us what constitutes food and what does not, the circumstances of their eating and the meanings attached to them. Lévi-Strauss tends
towards the structuralist trope of binaries: the raw and the cooked, the edible and the
inedible, nature and culture, each of which has meaning only in relation to its opposite.
Cooking transforms nature into culture and the raw into the cooked.
The edible and the inedible are marked not by questions of nutrition but by cultural
meanings. An example of this would be the Jewish prohibition against pork and the
necessity to prepare food in culturally specific ways (kosher food). Here, binary oppositions of the edible–inedible mark another binary, insiders and outsiders, and hence the boundaries of the culture or social order. Later, Barthes (see Chapter 3) was to extend the structuralist account of culture to the practices of popular culture and their naturalized
meanings or myths. He was to argue that the meanings of texts are to be grasped not in
terms of the intentions of specific human beings but as a set of signifying practices.
In sum:
  • Culturalism focuses on meaning production by human actors in a historical context.
  • Structuralism points to culture as an expression of deep structures of language
that lie outside of the intentions of actors and constrain them.
  • Culturalism stresses history.
  • Structuralism is synchronic in approach, analysing the structures of relations in a
snapshot of a particular moment. As such, it asserts the specificity of culture and
its irreducibility to any other phenomena.
  • Culturalism focuses on interpretation as a way of understanding meaning.
  • Structuralism has asserted the possibility of a science of signs and thus of objective knowledge.
Structuralism is best approached as a method of analysis rather than an all-embracing philosophy. However, the notion of stability of meaning, upon which the binaries of structuralism and its pretensions to surety of knowledge are based, is the subject of attack by poststructuralism.That is, poststructuralism deconstructs the very notion of the stable structures of language.
Poststructuralism (and postmodernism)
The term poststructuralism implies ‘after structuralism’, embodying notions of both critique and absorption. That is, poststructuralism absorbs aspects of structural linguistics
while subjecting it to a critique that, it is claimed, surpasses structuralism. In short, poststructuralism rejects the idea of an underlying stable structure that founds meaning
through fixed binary pairs (black–white; good–bad). Rather, meaning is unstable, being
always deferred and in process. Meaning cannot be confined to single words, sentences
or particular texts but is the outcome of relationships between texts, that is, intertextuality.
Like its predecessor, poststructuralism is anti-humanist in its decentring of the unified,
coherent human subject as the origin of stable meanings.
Derrida: the instability of language
The primary philosophical sources of poststructuralism are Derrida (1976) and Foucault
(1984d) (see Chapter 3). Since they give rise to different emphases, poststructuralism
cannot be regarded as a unified body of work. Derrida’s focus is on language and the
deconstruction of an immediacy, or identity, between words and meanings.
Derrida accepts Saussure’s argument that meaning is generated by relations of difference
between signifiers rather than by reference to an independent object world. However,
for Derrida, the consequence of this play of signifiers is that meaning can never be fixed.
Words carry many meanings, including the echoes or traces of other meanings from
other related words in other contexts. For example, if we look up the meaning of a word
in a dictionary, we are referred to other words in an infinite process of deferral. Meaning
slides down a chain of signifiers abolishing a stable signified. Thus, Derrida introduces
the notion of différance, ‘difference and deferral’. Here the production of meaning in the
process of signification is continually deferred and supplemented.
Derrida proceeds to deconstruct the ‘stable’ binaries upon which structuralism, and
indeed western philosophy in general, relies. He argues for the ‘undecidability’ of binary
oppositions. In particular, deconstruction involves the dismantling of hierarchical conceptual oppositions such as speech/writing, reality/appearance, nature/culture, reason/
madness, etc., which exclude and devalue the ‘inferior’ part of the binary.
For Derrida, ‘we think only in signs’ and there is no original meaning circulating outside
of ‘representation’. It is in this sense that there is nothing outside of texts or nothing
but texts (by which it is not meant that there is no independent material world). That is,
the meanings of texts are constitutive of practices.


Education in the United States


Educational systems in the US are decentralized, most decisions on programs and funding are taken by local authorities: the school boards. Educational programs (Curriculla) are generally established by each US State. The federal government, through the Department of Education of the United States (equivalent to the Ministry of Education in France), is mainly involved in education funding. Private schools develop their free program in the public system, only 22 States shall establish a list of recommended books. In most states, freedom of choice is total. The legislatures of each state shall establish a minimum set of common knowledge in the programs.
Classes are taught in English in all 50 states, in Spanish in the territory of Puerto Rico. There is no constitutional official language in the United States, but 29 of the 50 states have adopted English as the sole official language (Spanish is a second language in the territory of Puerto Rico, Hawaiian in State of Hawaii and Chamorro in the territory of Guam); French is a language to "facilities" in several parishes of Louisiana. Each school district or school district has the choice of language of instruction, but English is the choice in all 50 states, including Hawaii and Louisiana. Puerto Ricans chose Spanish. Some 90% of US students are enrolled in public.
Main Features
Pre-School, Nursery School or Head Start (preschool): from 3 to 5 years.
Elementary School and Grade School (elementary school, primary school)
Kidgarden (kindergarten): 5-6
1st Grade: 6-7
2nd Grade: 7-8
3rd Grade: 8-9
4th Grade: 9-10
5th Grade: 10-11
Middle School or Junior High School (junior high)
6th Grade: 11-12 (sometimes this class is provided by elementary schools or elementary school in English.)
7th Grade: 12-13
8th Grade: 13-14
High school (High School)
9th Grade (called Freshman year (first year)): 14-15 (sometimes this class is provided by the middle schools)
10th Grade (called Sophomore year (second year)): 15-16
11th Grade (called Junior year (secondary)): 16-17
12th Grade (called Senior year (graduate)): 17-18
College7 or University
Undergraduate (university undergraduate)
College or University (Faculty)
4-year cycle leading to a Bachelor of Arts (BA), a Bachelor of Science (BS) or other qualifications as a Bachelor of Fine Arts (BFA) for example.
Community college (university community)
Lower division (lower division), 2-year cycle leading to a diploma of Associate of Arts (AA).
Upper division (upper division), 2-year cycle leading to a BA, BS or diplomas as a Bachelor of Technology (BT) for example.
Postgraduate (postgraduate)
Cycle 1 to 3 years leading to a master: Master of Arts (MA), Master of Science (MS) or other degrees such as Master of Education (MEd) or Master of Fine Arts (MFA).
Postgraduate in "nationales8 universities"
3-year cycle or more leading to a doctorate: Doctor of Philosophy (PhD), Doctor of Arts, Doctor of Theology, Doctor of Medicine or Juris Doctor [law degree]; PhD can also be obtained after at least two years of study after a master.

U.K history and culture: Magna Carta


Issued in 1215, the Magna Carta is one of the most famous documents in English history. It is often considered the cornerstone of freedom, democracy and English law, and it has left in the world a sustainable universal influence. The original Magna Carta brought a practical solution to the political crisis of the reign of King John; it laid the legal principles of the sixty three original articles which are still valid. What makes the critical importance of the charter is that it imposed for the first time royal authority detailed written restrictions on taxation, feudal rights and justice, and has reaffirmed the power of customary practice to limit injustice and arbitrariness Royal. Essentially, it is the Magna Carta, which established the principle that the king is not above the law but must govern by respecting it.
The Magna Carta is not a single original document on which King John affixed his seal before his barons at Runnymede in 1215. The agreement was concluded orally confirmed oath and put in writing later in the form of royal charter by the king's scribes. from Many copies of the charter were shipped across the country in June 1215, but only four of these originals are kept: two at the British Library, one in the archives of the
Lincoln Cathedral and in those of Salisbury Cathedral. The enactment of the Magna Carta is one of the most famous episodes of history England. The four surviving examples are symbols of the British way of life and
icons of freedom and democracy, with sustainable universal impact.

Introduction to gender studies


Gender Studies is a field of interdisciplinary studies, relatively new. They appeared in North America in the years 1970-1980. They bring together all the issues relating to gender differences, sexuality, behavior in disciplines as diverse as literature, language, history, politics, sociology, anthropology, cinema, communication (study media), law, medicine, and the list continues. For example, in politics, we will consider feminism. In sociology, we will study the influence of male / female in social interactions. Here for example, a question that has its place in the so-called gender studies.

Distinguish the sex (genetics) and gender (social construction)
Such studies are based on the assumption that sex and gender are dissociated. Sex is a biological fact. But gender is not an expression of the genetic makeup of an individual: it is a social construction. Specifically, the sex of an individual is determined by its genetic code. Kind, however, is built influenced by its environment: the education he received, the interactions he has had during its development, etc ...Such studies were not intended to "deny biological reality" and the critics proclaim. They are simply to distinguish this biological reality of all social constructions of all theories (which for once are many theories) that come grafted to, then seeking an undeniable legitimacy - because you said that's nature!

The importance of gender in society
Gender is an element of individual identity. And it is important to understand, important to teach it. Because gender is not neutral, but it remains ubiquitous in our daily lives.
The feminine carries the weight of a weave of male domination. The woman has long been the property of men around him: Father's property and then the husband, son's responsibility. Still remember that women have the right to work without the permission of their husbands since 1965. It was there not long ago.
The female gender still has a negative connotation. There are many examples throughout the place these gender stereotypes still occupy in the social space. If women can wear pants without it do raise any eyebrows, it is not the same for men and skirt. The skirt is a women's clothing.

Introduction to British civilization


Studies of "civilization" have an increasingly important role in higher education.Today, in our "globalized" Europe, speaking English has become a necessity for those who want to make contact with people abroad or to venture outside its own borders.
But behind every language there is a culture, a civilization; and despite the increasing role of English as the lingua franca world - even in part because of the growing role of the English language - understand society, attitudes and institutions of the country that gave the world this language is increasingly important. Every society has its landmarks, its institutions, its traditions, which are different from one country to another, and partly condition the mentality of its people. An Englishman thinks differently, prioritizes differently, argues differently a French or Belgian or Switzerland; and he does it because his way of thinking was conditioned in a British style, different from other national frameworks.
For example, when we begin to realize that the values attached to the words "state", "freedom" and "equality" in England are very different from those they are given in France, we made a step toward understanding what it is that intercultural. Understanding British civilization, it is much more than knowing that in England drive on the left (true) and that the preferred drink of all English is tea (false), or that the English are cold (usually wrong ) ;dropoff window is to understand the structures and institutions of the country, the way the country is organized, its social, its collective memory, the expectations of its people.
It is said that British civilization is a civilization that is largely "bottom up": the people and institutions who hold power do so only because the people give them this role. Parliament is supreme so, because the people grant him this right. The Prime Minister has all the powers; it must rely in parliament, which may not approve the project, as it happened in late August 2013, when Parliament has not authorized military involvement in Syria, strongly demanded by David Cameron. The Queen is sovereign; it has all authority, but no individual power because it rules on behalf of the people. Despite some major differences, a constant evolution, and periods, or the system has been violated, the system continues since the Middle Ages, for it was the Norman William the Conqueror, there are nearly a millennium, which gave the countries the basic architecture of governance, adapting the feudal system to the local power system of the Anglo-Saxons. All that is history, but a country is what it is today, that because of its history.
     The British civilization pages on Angleterre.org.uk (see index above) address or discuss the essential aspects of British civilization nowadays, often with a historical wink to understand how we have arrived there. They will cover the country's governance, institutions, social systems, education, and other aspects of British life today. They are supplemented by other pages in chapters Tourism and Travel, on practical or anecdotal aspects of life in England.

Arab spring: an economic disaster


In Egypt, Tunisia and Libya, revolutions have not only created political chaos, but an economic and social disaster.
"It's worse than before." From Cairo to Tunis or Tripoli in comfortable houses or slums, the phrase returns as a nagging litany. The Arab Spring has not only led to a great political chaos. The poor are poorer, the middle classes rolled the encalminées savings. Misery progresses.

In Tunisia, the adoption of an enlightened constitution is good news. Muslim brothers were forced to accept what they now refused yesterday. But this democratic progress can not hide the real state of the country. The middle class, which represents half of the population has an average income of 800 dinars per month, about 350 euros. Unemployment is at least 16%. At least 100,000 jobs will be created each year to absorb the number of young people entering the labor market. We are very far away. Tourism is severely affected, the industry, including textiles, is penalized by the disorders and hit by the crisis in Europe. The 2014 budget, which overestimates the growth and debt capacity is considered unrealistic by experts.
In Egypt, it's worse. Marshal Abdel Fattah al-Sissi and the army control the power after overthrowing Mohamed Morsi and crushed the Muslim Brotherhood. But the economy is going to rack and ruin. It is estimated that the revolution has already cost $ 7.5 billion to the country. Wages have fallen by 11%, prices of basic foodstuffs have them, increased by 10%. A quarter of Egyptians live on less than two dollars a day. Foreign exchange reserves have shrunk by two thirds. Tourism, which provides 12% of GDP is at half mast. Under Mohamed Morsi, the Qatar, sponsor of the Muslim Brotherhood, which provided for the month of Egypt. Saudi Arabia, protector of the military, took over and opened her purse: five billion dollars in aid. Billion in cash, two billion of petroleum products, two billion in bank deposit. Only the revenues of the Suez Canal remained at approximately $ 400 million per year. The toll is always a safe bet ... As for foreign investment, they are three times lower than during the decade 2000-2010.

In Libya, it is even more apocalyptic. Since July 2013, the militias block three oil ports in the East. Production of crude, which provides 96% of export earnings of the country increased from 1.5 million barrels per day to 250 000. Shortfall in six months: nine billion dollars. Tuesday, February 4, Prime Minister Ali Zeidan said he had ordered the army to regain control of the situation. Time will tell whether these martial declarations are implemented. The heavily armed groups that block ports are demanding greater autonomy for Cyrenaica. And, of course, a sharing of oil wealth. To this must be added the jihadist groups marauding in the Fezzan in the south, and swarm throughout the area.

The Arab Spring has become very moody.

The intellectual strands of cultural studies

The concepts we have explored are drawn from a range of theoretical and methodological paradigms. The most influential theories within cultural studies have been: Marxism, culturalism, structuralism, poststructuralism, psychoanalysis and the politics of difference (under which heading, for the sake of convenience, I include feminism, theories of race, ethnicity and postcolonialism). The purpose of sketching the basic tenets of these theoretical domains is to provide a signpost to thinking in the field. However, each is developed in more detail throughout the text and there is no one place in the book to look for theory. Theory permeates all levels of cultural studies and needs to be connected to specific issues and debates rather than explored solely in the abstract.
Marxism and the centrality of class
Marxism is, above all, a form of historical materialism. It stresses the historical specificity of human affairs and the changeable character of social formations whose core features are located in the material conditions of existence. Marx (1961) argued that the first priority of human beings is the production of their means of subsistence through labour. As humans produce food, clothes and all manner of tools with which to shape their environment, so they also create themselves. Thus labour, and the forms of social organization
that material production takes, a mode of production, are central categories of Marxism. The organization of a mode of production is not simply a matter of co-ordinating objects; rather, it is inherently tied up with relations between people. These relationships, while social, that is, co-operative and co-ordinated, are also matters of power and conflict. Indeed, Marxists regard social antagonisms as being the motor of historical
change. Further, given the priority accorded to production, other aspects of human relations –consciousness, culture and politics – are said to be structured by economic relations. 
For Marxism, history is not a smooth evolutionary process. Rather, it is marked by significant breaks and discontinuities of modes of production. Thus, Marx discusses the transformations from an ancient mode of production to a feudal mode of production and thence to the capitalist mode of production. Different forms of material organization and different social relations characterize each mode of production. Further, each mode of production is superseded by another as internal contradictions, particularly those of class conflict, lead to its transformation and replacement.
Capitalism
The centrepiece of Marx’s work was an analysis of the dynamics of capitalism. This is a mode of production premised on the private ownership of the means of production (in his day, factories, mills, workshops; and in a more contemporary vein, multinational corporations). The fundamental class division of capitalism is between those who own the means of production, the bourgeoisie, and those who, being a propertyless proletariat, must sell their labour to survive. The legal framework and common-sense thinking of capitalist societies declare that the worker is a free agent and the sale of labour a free and fair contract. However, Marx argues that this appearance covers over a fundamental exploitation at work. Capitalism aims to
make a profit and does so by extracting surplus value from workers. That is, the value of the labour taken to produce a product, which becomes the property of the bourgeoisie, is less than the worker receives for it.
The realization of surplus value in monetary form is achieved by the selling of goods (which have both ‘use value’ and ‘exchange value’) as commodities. A commodity is something available to be sold in the marketplace. Thus, commodification is the process associated with capitalism by which objects, qualities and signs are turned into commodities. The surface appearance of goods sold in the marketplace obscures the origins of those commodities in an exploitative relationship, a process Marx calls commodity fetishism.
Further, the fact that workers are faced with the products of their own labour now separated from them constitutes alienation. Since the proletariat are alienated from the core of human activity, namely the labour process, so they are also alienated from themselves. Capitalism is a dynamic system whose profit-driven mechanisms lead to the continual revolutionizing of the means of production and the forging of new markets. For Marx, this was its great merit in relation to feudalism. This is because it heralded a massive expansion in
the productive capacities of European societies. It dragged them into the modern world of railways, mass production, cities and a formally equitable and free set of human relations in which people were not, in a legal sense, the property of others (as were serfs in feudal societies). However, the mechanisms of capitalism also give rise to perennial crises and will ultimately lead, or so Marx argued, to its being superseded by socialism. Problems for capitalism include:
  •  a falling rate of profit;
  •  cycles of boom and bust;
  • an increasing monopoly;
  •  the creation of a proletariat which is set to become the system’s grave-digger.
Marx hoped that capitalism would be rent asunder by class conflict. He envisaged the proletariat’s organizations of defence, trade unions and political parties, overthrowing and replacing it with a mode of production based on communal ownership, equitable distribution and ultimately the end of class division.
Marxism and cultural studies
Cultural studies writers have had a long, ambiguous, but productive relationship with Marxism. Cultural studies is not a Marxist domain, but has drawn succour from it while subjecting it to vigorous critique. There is little doubt that we live in social formations organized along capitalist lines that manifest deep class divisions in work, wages, housing, education and health. Further, cultural practices are commodified by large corporate culture industries. In that context cultural studies has been partisan in taking up the cause of change. However, Marxism has been critiqued for its apparent teleology. That is, the positing of an inevitable point to which history is moving, namely the demise of capitalism and the arrival of a classless society. This is a problem on both theoretical and empirical grounds. Theoretically, a determinist reading of Marxism robs human beings of agency or the capacity to act. This is so because the outcomes of human action appear to be predetermined by metaphysical laws (ironically posing as objective science) that drive history from outside of human action. It is a problem on empirical grounds because of the failure of significant numbers of proletarian revolutions to materialize, and the oppressive totalitarian outcomes of those that made claims to be such revolutions. In its engagement with Marxism, cultural studies has been particularly concerned with
issues of structure and action. On the one hand, Marxism suggests that there are regularities or structures to human existence that lie outside of any given individual. On the other hand, it has a commitment to change through human agency. Cultural studies has resisted the economic determinism inherent in some readings of
Marxism and has asserted the specificity of culture. Cultural studies has also been concerned with the apparent success of capitalism – that is, not merely its survival but its transformation and expansion. This has been attributed in part to the winning of consent for capitalism on the level of culture. Hence the interest in questions of culture, ideology and hegemony which were commonly pursued through perspectives dubbed culturalism and structuralism.