- •Introduction
- •Unit 1. Family: Father, Mother and Me?
- •Learning outcomes:
- •Interracial and interethnic families
- •Interethnic family futures
- •Of the interviewee's point of view
- •Unit 2. Sociology of Religion: Spirited Away?
- •Learning outcomes:
- •God and shopping by Steve Bruce
- •The New Age religion
- •The global cafeteria
- •How New Age beliefs fit the wider society
- •Increasing rationalisation
- •Your successful survey report includes:
- •Learning outcomes:
- •The functionalist perspective on education
- •Changing education, changing times by christopher pole
- • Task 4. While reading part “Inside the school: The curriculum” put the following points of the plan in the correct order:
- •Inside the school (I) The curriculum
- •Comparing coeducation and single-sex schooling by Richard q'Leary
- •Conclusion
- •Prefixes
- •Suffixes
- •Faith schools by Joan Garrod
- •Criticisms of the expansion of faith schools
- •A shining example
- •Your successful “for and against” essay includes:
- •Learning outcomes:
- • Task 8. Replace the words in italics with words from the box above:
- •Nobody loves the middle class
- •The cultural characteristics of the middle class
- •Middle-class suburban culture
- •Socialisation and the middle class
- •Your successful opinion essay includes:
- •Useful language: Giving Your Opinion
- •The link between employment and social class
- •The upper class
- •Concentration of wealth
- •The upper-class family
- •Upper-class education
- •The influence of the upper-class peer group
- •Conclusion
- •Explaining why you are including things:
- •Imagining how they will react:
- •Learning outcomes:
- •Title b:________________________________
- •Title c:________________________________
- •Title f:________________________________
- •Your successful essay suggesting solutions to problems includes:
- •Family life and poverty by John Williams
- •Unit 6. Have the right to be healthy?
- •Learning outcomes:
Nobody loves the middle class
'Nobody loves the middle class. The toffs hate them because they see them as pushy, money-grabbing counter-jumpers who have bought their own furniture (as opposed to inheriting it). The proles hate the middle class because they stand for all the suburban values -thrift, hard work, high standards of personal hygiene - and because they think the middle class are snobs and look down on them (which, of course, they do).’ (Tony Parsons, The Polenta Jungle, 1993)
Abercrombie and Warde (2000) point out that since 1945 the UK has experienced an impressive growth in the number of people employed in non-manual jobs, and Mark Kirby (1999) suggests that non-manual work has been the 'one common starting point for defining the middle class, albeit a highly unsatisfactory one'. It is unsatisfactory because not all sociologists agree that all non-manual occupations belong to the middle class. Some argue that some higher professionals and managers constitute a superclass that has more in common with the upper class, while Marxists, such as Braverman, argue that white-collar workers have more in common with the working class.
Many sociologists today prefer to use the term 'the middle classes' because, they argue, non-manual work is characterised by distinct social groups or class fractions which differ from one another in terms of economic rewards and assets, lifestyle and cultural attitudes. I would argue that there are cultural characteristics in terms of values, norms, attitudes and lifestyle that are common to all non-manual groups and that these constitute a middle-class identity in the UK. In particular, this article will suggest that such a middle-class identity is shaped by a suburban cultural experience which emphasises the need for non-manual workers to constantly compare their social position with that of other non-manual workers, the upper classes and the working classes.
Task 3. Find in the passage linking words, define their type and role within the sentence(-s). What other linking words of the same type might be used with the same function?
What linking word introduces the summarizing sentence of the whole passage? Read it out and translate into Russian/Belarussian.
Task 4. Read the extract under the subtitle “The cultural characteristics of the middle class” and find the passages that can be translated as:
отличительные черты среднего класса высмеиваются как нудные, без конца повторяющиеся и старомодные;
подобные взгляды способствуют тому, что средний класс еще более яростно продолжает придерживаться чувства собственного социального отличия;
представители среднего класса стремятся быть закрытыми и отстраненными, так как они чрезвычайно обеспокоены тем, чтобы избежать издевательств;
средний класс рассматривает рабочий класс как шумный, вульгарный и слишком раскрепощенный в своих поступках, а высшее общество как упадочнический и безнравственный.