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Which clippings match 'Collective Identity' keyword pg.1 of 1
01 MAY 2015

The Nature of Social Worlds

"The notion of social worlds is used here to refer to a form of social organization which cannot be accurately delineated by spatial, territorial, formal, or membership boundaries. Rather, boundaries of social worlds must be determined by interaction and communication which transcend and cross over the more formal and traditional delineators of organization. The term social world is used here to develop a common referent for a number of related concepts which refer to similar phenomena, Thus, social world phenomena encompass that which other sociologists have referred to as: occupational contact networks, invisible colleges, behavior systems, activity systems, and subcultures. After tracing some of the sociological history of social world analysis, a series of concepts are developed which bring together and bind all of the previously mentioned concepts into a systematic whole. Major aspects of individual involvement, structural features of social worlds, levels of social world analysis, and some implications of a social world perspective are presented. In this way, a program for study and unification of related concepts is presented in preliminary form."

(David Unruh, 1980)

David Unruh (1980). "The Nature of Social Worlds" The Pacific Sociological Review, Vol. 23, No. 3 (Jul., 1980), pp. 271-296.



1980 • a social world perspective • accepting a common worldview • activity systems • assemblages of social actors • behaviour systemsbelief systems • boundaries of social worlds • cognitive orientation • collective commitmentcollective identity • collective representations • collectivity • common worldview • cultural perspective • cultural phenomenon • cultural traditionsDavid Unruh • diffuse worlds • ethnic communities • ethnic minorities • formal organisations • group membership • interaction and communication • invisible college • local worlds • located in relation to others • meaning systems • mediated interaction • networks of interrelated voluntary associations • occupational contact network • patterns of thought • perceptual framework • shared action • shared attitudes • shared common worldview • shared goals • shared intentions • shared meaningsshared practices • shared understandings • shared worldview • social construction of reality • social factssocial organisation • social unit • social world • social world analysis • social world phenomena • social worlds • spatial sites • subcultural communities • subculturethinking and acting as a group member • transcultural communities • united by a common worldview • universe of regularised mutual responsevoluntary participationweltanschauungworldview


Simon Perkins

Organisations, practices, actors, and events: Exploring inside the distance running social world

"This paper revisits Unruh's notions of social worlds, exploring the organisations, practices, events and actors involved within the culture of distance running, as an increasingly popular leisure activity. An ethnographic research design was utilised using a combination of interviews, observation and participant observation. Data was collected over a two-year period on a weekly basis at two local distance running clubs, and also at a series of international distance running events. This study examines the distance running world from the 'emic' perspective of the twenty participants involved. The key findings illustrate how the distance running social world permits both development and confirmation of a running identity and, with it, social fulfilment. In addition to the four main components of a distance running social world, this paper highlights a paradox whereby individuals follow an individual pursuit within the social world of the distance running community – highlighting that the focus is on both the individual and the social, an area which sociologists have to date not extensively analysed within the context of sport."

(Richard Shipway, Immy Holloway and Ian Jones, 2013)

Richard Shipway, Immy Holloway, Ian Jones (2013). "Organisations, practices, actors, and events: Exploring inside the distance running social world", International Review for the Sociology of Sport 2013;48 259-276.


2013anthropology • behavioural science • collective identityDavid Unruh • distance runner • distance running • distance running community • emic • emic perspective • emics • ethnographic researchfield research • folkloristics • group membership • healthy body • healthy mind • Ian Jones • identity production • Immy Holloway • individual pursuit • interview (research method)leisure activity • observer • participant observation • Richard Shipway • running • running body • running club • running community • running identity • serious leisure • social fulfillment • social fulfilment • social groupsocial identity • social identity theory • social sciencesocial worldsocial worldssport and recreation • sport ethnography • sport tourism


Simon Perkins
23 JUNE 2011

Boris Groys on The Aesthetic Responsibility

Boris Groys, Frieze Magazine, 01:07:00



2008 • absolute design • aesthetic • aesthetic responsibility • art installationartist • authentic self • avant-garde • Boris Groys • collective identity • collective soul • contemporary artcritique • design surface • desireexhibition spaceFrieze (magazine) • Frieze Art Fair • Frieze Talks • HfGKarlsruhe University of Arts and Designmass media • media coverage • media spectacle • podcastpolitical artpublic spaceRussian constructivismself • self design • self-design • self-positioning • self-revelationsimulacrasimulation


Alise Piebalga
22 MAY 2011

Mastery of recognition, realisation and evaluation rules is hallmark of academic life

"Recontextualising rules regulate the work the discipline's teachers – those who constitute its Pedagogic Recontextualising Field (PRF). The pedagogic recontextualising field produces textbooks, curricula, examination criteria and standards. The knowledge produced by researchers and theorists 'passes through ideological screens as it becomes its new form, pedagogic discourse' (Bernstein, 2000, p.115). Recontextualising knowledge for teaching involves selection, translation, and filtering: emerging as a syllabus for 'physics 101' or 'sociology 300' etc. In the late nineteenth century, the establishment of state funded and regulated education systems established Official Pedagogic Recontextualising Fields (ORF) 'created and dominated by the state for the construction and surveillance of state pedagogic discourse' (Bernstein, 2000, p.115). Emanating from the ORF, the PBRF rewards contributions to the knowledge base (laboratory science, field work, theoretical writing), but not the production of its teaching texts, especially those used in schools. The recontextualising activities needed to reproduce and advance a discipline are devalued.

As a pedagogic device, the PBRF recontextualises government policies: they are summarised, translated, operationalised in handbooks, manuals, pro–forma, and seminars. Like any pedagogic practice, these are 'there for one purpose: to transmit criteria' (Bernstein, 2000, p.28). They define the system's evaluative rules and 'provide for acquirers the principles for the production of what counts as the legitimate text. The legitimate text is any realisation on the part of the acquirer which attracts evaluation' (Bernstein, 2000, p.xiv). The production of legitimate texts is a hallmark of academic life – essays, theses, journal articles, curriculum vitae, or promotion applications require mastery of recognition, realisation and evaluation rules. Recognition rules help identify contexts – a sociology class, faculty meeting, psychology journal, Evidence Portfolio, etc. Realisation rules enable textual production – written, spoken, visual etc. It is possible to recognise a context, but lack the realisation rule needed to speak or write its texts.

Bernstein argues that those working in a field of knowledge may feel 'threatened by a change in its classificatory relation, or by an unfavourable change in the economic context' (Bernstein, 2000, p.203). From the mid to late twentieth century, Educationists experienced continual shifts in the classification and framing of their subject/s, and these reconfigured the constraints and possibilities for collective and individual identity formation."

(Sue Middleton, 2006)

1). Middleton, S. (2006). Research Assessment as a pedagogical device: A Bernsteinian exploration of its impact on New Zealand's subject/s of Education. Australian Association for Research in Education Conference Adelaide.


AARE • Aotearoa New ZealandBasil Bernstein • classificatory relation • collective identity • evaluation rules • evaluative rules • evidence portfolio • examination criteria • government policy • ideological screens • individual identityknowledge field • legitimate texts • nineteenth century • official pedagogic recontextualising fields • ORF • PBRF • pedagogic device • pedagogic discoursepedagogic practicepedagogic recontextualising fieldPerformance Based Research FundPRF • production of teaching texts • realisation rulesrecognition rules • recontextualising • recontextualising activities • recontextualising knowledge • recontextualising rules • regulated education systems • research contributionresearcherssyllabus • textual production


Simon Perkins

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