Eugene,
In some areas like "development" we do not have to go that far back to see
it very visable and explicit. It was science or its more populus application
that facilitated its naturalization.
To use Star's book as an example she talks about the political tensions of
classification when they emerged, but now they are more or less seen as
natural. I think domestic animals and its incorporation into "scientific"
classification was the example she used.
This is one area where I think the Foucauldian historicizing can be useful.
As Bruner might say it makes the familiar, unfamiliar and strange again.
As far as it not being dominant, I think that's too strong. But it was
explicitly dominating rather than the "middle class" version of the world
where it is assumed as a natural state or progression.
In some ways it can give us a more Macro view of Vygotsky's genetic law -
what once was external (dominant) and explicit becomes internalized and seen
as natural. For example, Luria's work in Uzbekistan. A few years ago, I was
talking to someone who was doing research there and she mentioned in
reclaiming their pre-soviet identity written literacy was a central aspect.
The pre-soviet Uzbekistan was now a subject who was always literate. Now as
I am sure your aware bringing "literacy" to the Uzbekistan was external and
explicit, yet today it is seen as something pre-soviet or a naturalized
aspect of the Uzbekistan identity. Or at least this was the story I was
told.
Nate
-----Original Message-----
From: Eugene Matusov [mailto:ematusov@udel.edu]
Sent: Sunday, January 23, 2000 4:29 PM
To: Judy Diamondstone
Cc: XMCA
Subject: RE: Prototypical defining middle class
Hi Judy and everybody--
Thanks, Judy, for your amendment to the list. I agree with it. I wonder that
in 19th century emerging middle class did not feel as dominant and
comfortable as it is now. I wonder if it was more critical than. Any
evidence for that?
I also really like Ricardo's idea to consider middle class a network of
practices, roles, cultures, powers, ideologies, and values.
What do you think?
Eugene
> -----Original Message-----
> From: Judy Diamondstone [mailto:diamonju@rci.rutgers.edu]
> Sent: Sunday, January 23, 2000 4:19 PM
> To: xmca@weber.ucsd.edu
> Subject: Re: Prototypical defining middle class
>
>
>
> >
> >I hope I missed something in my prototypical definition of
> middle class and
> >people will come to add and change items on my list.
>
> one thing I would add to the prototype is disposition of the middle class,
> specfically, since members of the middle class live in a world largely
> designed by others like them, the structures & norms are invisible, and
> since it has more to lose than upper and lower classes, it has
> more stake in
> the world as is. Fierce defense of norms; comfort with surveillance...
>
>
>
> Judith Diamondstone (732) 932-7496 Ext. 352
> Graduate School of Education
> Rutgers, the State University of New Jersey
> 10 Seminary Place
> New Brunswick, NJ 08901-1183
>
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