Class, Culture and Identity
Class, Culture and Identity
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阶级、文化和身份
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
D. Byrne
中科院分区：
文献类型：
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作者：
D. Byrne
这期《社会学》特刊中汇集的文章是对编辑邀请的代表性选择，编辑邀请他们为我们选择的标题撰写文章--从一系列创新、知情和写得很好的作品中选出最好的。在编辑过程的各个阶段，我都饶有兴趣地阅读了它们。因此，采用我打算采用的介绍方法可能是不正确的，但实际上我确实认为这是相当重要的。我不想过多地关注这些作品所表达的内容--它们的总体方法的特点;它们所涉及的阶级、文化和身份的各个方面;作者所采用的实证研究方法--而是关注在这里发表的选集和它所引用的更广泛的作品中所缺失的东西（我强调的是相对的，而不是绝对的）。我采用了这种方法（至少在本书的引言部分，我特意使用了第一人称作为作者的声音），因为我想对关于阶级、文化和身份的重要性的版本做出反应，这种版本往往会影响今天解决这些问题的方法。我强调的是反应而不是拒绝。在我看来，这本文集中所涉及的问题很重要，理解这些问题所采用的方法促进了我们的理解，而且这本书的经验基础是坚实和适当的。此外，许多作者明确指出了我想讨论的缺席的一个关键组成部分，特别是通过引用弗雷泽（2000）的工作。也就是说，缺席很重要，至少在一个方面，我认为这很重要，在关于这些问题的一般工作中没有得到承认，因为这项工作是由社会科学家在21世纪世纪初完成的。冒着自命不凡的危险，我想提出一个综合的必要性，用辩证的形式明确地理解这个词。课堂上的文化转向，通常也是
he articles brought together in this special issue of Sociology are a representative selection of those submitted in response to the editors’ invitation to write pieces to the title we chose for it – a selection of the very best from a range of innovative, informed and well-written work. I read through them with interest and enjoyment at all stages of the editorial process. So it is perhaps perverse to take the approach to this introduction which I intend to employ, but actually I do think it is rather important. I want to focus not so much on what the pieces say – on the character of their general approach; on the aspects of class, culture and identity with which they engage; on the methods of empirical research that the authors have employed – as on what is missing (relatively I emphasize – not absolutely) – both from the selection published here and from the wider body of work from which it was drawn. I have adopted this approach (and, at least in the introduction to this introduction, a deliberate employment of the first person as authorial voice) because I want to react to the version of what matters about class, culture and identity that tends to inform the approach of those addressing these issues today. I emphasize react – not reject. It seems to me that the issues dealt with in the pieces in this collection matter, that the approaches adopted to understanding them advance our understanding, and that the empirical foundations of the work are solid and appropriate. Moreover, many of the authors explicitly identify a crucial component of the absences I want to address, particularly by reference to the work of Fraser (2000). That said, the absence matters and in one aspect at least I think it matters a very great deal and is not recognized in the general body of work on these issues, as that work is being done by social scientists in the early years of the 21st century. At the risk of pretentiousness, I want to suggest the necessity for a synthesis, with that word understood explicitly in a dialectical form. The cultural turn in class, which is often also a turn