Heavy Metal Band

Description

The singer of a heavy metal band during a performance in Regina.

Sociological Interpretation

This photograph displays a relatively benign form of social deviance. Social deviance can be defined as “behavior which fails to conform with the accepted norms of a social group or system”. Because the singer is performing a type of music that is outside of what is considered “mainstream” or accepted within most members of our society, he is in fact involved in social deviant behaviour. The music being performed is defined as not being mainstream because it is not played by radio stations, or seen on television. In this case, radio and television acts as a form of authority, due to the fact that they only play certain kinds of music, music that our culture deems as acceptable.

Social deviance is displayed in other ways within this picture. Males in western society aren't supposed to let their hair grow long; long hair is only appropriate for females. By growing his hair long, the singer is rejecting that notion. After the 1960s, males growing their hair long has become a lot more acceptable, but it is still not the norm. He also is wearing leather bracelets and a necklace that signify his rejection of traditional forms of dress for males in society.

It is also worth noting that while the singer is displaying socially deviant behaviour in regards to North American society as whole, his behaviour would not be considered deviant within the “heavy metal” subculture. When analysing the smaller culture of heavy metal music, the singer is actually conforming. By deviating within the larger mainstream culture, he is conforming within the smaller subculture. The modes of dress and style displayed by the singer are adopted by a far greater number of people amongst the heavy metal crowd. It is a cultural norm for males to wear their hair long, for example. And the music itself is no longer deviant, it is the preferred music amongst members of that society.

First Nations University

Description

This is a picture of the First Nations University of Canada in Regina.

Sociological Interpretation

It symbolizes the culture and ethnicity of the first nation’s people in the form of an educational institution. One striking feature of the building is the tipi which symbolizes the building as a gathering place or community of those who enter its structure. According to Knuttila, 2008, ethnicity is often part of political struggles between outsiders and insiders (p.329).

This picture illustrates Knuttila’s very idea as the building is a separate entity from the University of Regina. With this struggle there comes funding issues of the university, non-recognition of their social structure in the broad society and differences in educational views. This conflict may be a result of racist idea’s and beliefs which benefited the dominant classes with distribution of resources and exploitation of first nations. These racial differences lead to inequality, seen through the eyes of the conflict theorist.

On the contrary; for a specific “race” or social group to survive, its culture must be transmitted, reproduction facilitated, the young cared for, spiritual needs met, and institutions created to carry out these functions. This is the one of the main functions of this building. It also provides social order because it maintains a shared set of values, norms, and beliefs that give to the stability of the social structure. This describes functionalism within this interpretation.

With the diversity of ethnic groups and culture among society, we see certain groups emerge with more power and authority while others have small roles in the bigger context of society. This university can be seen as one of the non-dominant subcultures, yet it still serves an important role to the first nation’s people around Canada. This is contradictory to the conflict theory which argues that institutions function for the interests of the dominant class and classes.

In conclusion, the mere presence and function of this building mean that we can ascribe a functionalist view to it. With its function of benefiting first nation people and its independence of culture and social order we can see it is well integrated into society. It is also true that we can ascribe much conflict theory into the same picture. The First Nation’s University of Canada is funded by the University of Regina, and therefore is subjugated. Likewise, the building is for this particular culture, however, it is clear that the idea of “universities” is much of a European ideology. Can we conclude that this is another attempt to assimilate and control this social institution? These conflicting theories make the accurate interpretation of this picture almost impossible.

“Archie” Comics

Description

A collection of “Archie” comics, commonly read by children ages 7 to 11 years old.

Sociological Interpretation

“Archie” comics have been around since 1941, and have played an important role in the socialization of young children throughout North America. Because of their relatively benign content, they are considered appropriate reading material for nearly all children, regardless of family religious background, political views, or cultural sensitivity. Reading “Archie” comics helps to strengthen a child's language skills, which is necessary to be successful in Western society. By reading for entertainment or enjoyment, children also build their vocabulary and make them more effective readers in school, thus preparing them for adult life.

Reading “Archie” comics is also a form of anticipatory socialization. Anticipatory socialization is defined as the “process of adapting to a new situation in advance and thereby making adjustment to that situation easier”. Most stories contained in “Archie” comics are about teenage life, yet the target audience primarily children not yet more than ten years old. Because of this, children who read “Archie” comics are in fact learning how they should behave when they become teenagers. Stories commonly found in “Archie” comics include how to behave at high school, how to communicate with members of the opposite sex and how to “date”, how to deal with disagreements with parents, and how to generally act in society as a teenager. This can be influential information, especially to first born or single children who do not have an older sibling to model their behaviour on.

“Archie” comics can also be interpreted though the Marxist and neo-Marxist view of the dissemination of a “dominant ideology”. Marx proposed that “ruling classes have a tendency to develop, or at least promote, views of the world that suit their interests and serve to justify their position” (Knuttila, 2008, p. 173). One of the central themes of “Archie” comics is the constant struggle between Betty and Veronica for the affection of Archie, the protagonist of the series. Because Western society has been dominated by the male gender throughout most of its history, it is easy to see how the importance of the male is promoted through Betty and Veronica's competition. The ruling class, in this case the male gender, reinforce the idea that it is up to the female to earn the affection of the male, not the other way around. It is also interesting to note that, according to Knuttila, when it comes to promoting dominant ideology, “it should not be implied that the ruling class always does this in a conscious and deliberate manner” (2008, p. 174) The writers of “Archie” comics likely do not think they are promoting male dominance when they write stories based around Betty and Veronica chasing after Archie, they are simply keeping with the traditional mold of the stories. Yet in doing so, they are informing every child that reads these stories that it is the responsibility of the female to compete for the affection of the male.