Wednesday, January 28, 2015

Social Science History Association Call for Proposals


SOCIAL SCIENCE HISTORY ASSOCIATION 
CALL FOR PAPERS

Macrohistorical Dynamics Network
40th Annual Meeting of the Social Science History Association
Baltimore MD 12-15 November 2015

Submission Deadline: 14 February 2015

"Pluralism and Community"

We invite you to take part in Macrohistorical Dynamics (MHD) panels of the 40th annual meeting of the Social Science History Association, November 12-15, 2015 in Baltimore.  For more information on the meeting as well as the call for proposals, please refer to the SSHA website.

The deadline for paper and/or panel submissions is February 14, 2015.

The members of the Social Science History Association share a common interest in interdisciplinary and systematic approaches to historical research, and many of us find the SSHA one of the most stimulating conferences that we attend.

The thematic topic of the 2015 annual meeting is “Pluralism and Community: Social Science History Perspectives” – a theme that works very well with the research interests of many of the scholars involved in the Macrohistorical Dynamics network.

Macrohistorical Dynamics (MHD) is an interdisciplinary social science research field that focuses on problems of large-scale, comparative historical inquiry. Contributors to the field have brought perspective on a wide variety of problem areas, including macro- and historical sociology; comparative histories; world history; world-system analysis; comparative study of civilizations; philosophy of history; and studies of long-term socio-ecological, technological, demographic, cultural, and political trends and transformations.  The Macrohistorical Dynamics network brings a rigorous perspective to bear on questions having to do with “large” history.

The list of MHD panel themes for 2015 is open, and we encourage you to submit proposals for paper topics or panel themes.

SSHA requests that submissions be made by means of its web conference management system. Paper title, brief abstract, and contact information should be submitted on the site www.ssha.org, where the general SSHA 2015 call for papers is also available.  (If you haven’t used the system previously you will need to create an account, which is a very simple process.)  The direct link for submissions is now available at:

http://prod.sshaconference.org/

NOTE: There is an SSHA rule concerning book sessions.  For a book session to proceed, the author (or at least one of multiple authors) MUST be present.  Proposals for book sessions should only be submitted if there is high confidence that the author will be able to travel to Baltimore November 12-15, 2015.

SSHA has set up a mechanism for networks to share papers, so even if you have a solo paper, send the idea along.  It is possible and useful to identify a paper not only by the MHD network, but also by some other co-sponsoring networks--for example, Theory/Methods, Historical Geography, Politics, Culture, Economics, etc.  Co-sponsored panels and papers are encouraged by the SSHA Program Committee as a means of broadening the visibility of the various networks.

Feel free to contact the network organizers for further information.

Prof. Daniel Little
University of Michigan-Dearborn
delittle@umich.edu

Prof. Peter Perdue
Department of History
Yale University
peter.c.perdue@yale.edu

Prof. James Lee
School of Humanities and Social Science
Hong Kong University of Science and Technology
jqljzl@gmail.com

Monday, January 26, 2015

The mode of production as society's structure

Figure: Althusser's conception of the CMP (RP Resch, Althusser and the Renewal of Marxist Social Theory)


Sociologists study social structure and the effects that structures have on individual behavior and life outcomes. But what do they have in mind when they refer to "structure"?

It turns out that there are important ambiguities in the idea of social structure. The word is sometimes used to refer to functioning entities or systems within society. The state is a structure within society; likewise is the system of public education. But the term can also be used to refer to the structure of society. Here we have statements like "the age structure of Egypt is X" and "the occupational structure of Great Britain is Y". In this usage, we are being directed to a descriptive feature of society -- the way that various elements hang together. Income stratification is a structural feature; the state is a structural entity.

There is a third meaning associated with "structure" as well: the idea that society possesses a structure of interconnected parts and sub-systems, and that the parts influence each other in systematic ways. To outline the structure of society is to provide a theory of how it works (in part, anyway).

This usage is illustrated in Marx's extended concept of the capitalist mode of production, in which various large elements -- technology and production, distribution, wage labor, property ownership, political authority, culture and ideology -- hang together in functional ways. Marx describes this system as one consisting of a base (forces and relations of production) and superstructure (state, ideology, culture), with the workings of class interest serving as the engine of stability and change. So Marx looks at capitalism as a system. Consider this statement from the Preface to A Contribution to the Critique of Political Economy:

In the social production of their life, men enter into definite relations that are indispensable and independent of their will, relations of production which correspond to a definite stage of development of their material productive forces. The sum total of these relations of production constitutes the economic structure of society, the real foundation, on which rises a legal and political superstructure and to which correspond definite forms of social consciousness. The mode of production of material life conditions the social, political and intellectual life process in general.

Here and elsewhere Marx picks out the forces of production and relations of production as the basic determinants of social change. The mode of production represents a complex and objective reality to which individuals must adapt in their behaviors.

Now consider how Nicos Poulantzas defines the mode of production as a structural whole in Political Power and Social Classes:
By mode of production we shall designate not what is generally marked out as the economic (i.e. relations of production in the strict sense), but a specific combination of various structures and practices which, in combination, appear as so many instances or levels, i.e. as so many regional structures of this mode. A mode of production, as Engels stated schematically, is composed of different levels or instances, the economic, political, ideological and theoretical: it is understood that this is merely a schematic picture and that a more exhaustive division can be drawn up. The type of unity which characterizes a mode of production is that of a complex whole dominated, in the last instance, by the economic. (13-14)
(Poulantzas goes on to draw a distinction between the mode of production and the social formation (15); essentially his view is that the social formation is the concrete reality of a social order at a time, while the mode of production is a theoretical representation that describes that order.)

These texts serve to illustrate a specific and comprehensive view of the sense in which society has a structure. Each substantive term warrants analysis.
Definite relations of production -- property relations, relations of power and authority, relations defining the terms of economic interaction. The terms of these relations are essentially beyond the control of the individuals who fall within them; they represent a supra-individual reality to which the individual must accommodate. The system of wage labor is a clear example in Marx's theory. In a society in which wage labor is the dominant system of labor control, individuals gain the resources needed to satisfy life needs by selling their labor time which is then directed and managed by the purchaser. This is a structural condition that the worker confronts in the social environment around him or her.
Material productive forces -- the level and implementation of productive technology, including locations of production, tools, machines, materials processing, mines, agriculture, and the forms of knowledge associated with each of these. The ensemble of these items constitutes another fixed aspect of the social environment within which human beings live and subsist.
Economic structure of society -- the system of property relations and material institutions and technology through which society produces goods and conducts the distribution of value and surplus value (income and access to goods).
Legal and political superstructure -- the institutions through which law and political power are exercised and maintained.
Forms of social consciousness -- the cognitive and epistemic frameworks through which ordinary members of society understand the forces that surround them and the roles that they play within those forces and institutions.
Levels or instances of social organization -- the clusters of institutions that make up the "economic, political, ideological, and theoretical "'levels'" of existing society. Factories, department stores, and banks fall in the economic level; the legislature, the police and military forces, and the agencies of the state fall in the political level; and the contents and institutions of transmission of beliefs about the world fall in the ideological and theoretical levels.
Marx and other scholars who work within the framework of historical materialism hold, as a large empirical hypothesis, that there are causal and systemic relations among these items, and the generic mechanism of class interest and class conflict is the transmission belt that conveys causal influence from one sector to another. They believe that the "needs" of the economic structure are secured by the political structure, through the mechanism of class interests; likewise, the ideological and theoretical structure is shaped by the interests of various classes, leading to a high degree of conformance between the content of "social consciousness" and the prerequisites of stability of the economic structure.

The template of historical materialism as a "Gray's Anatomy" for modern capitalism has often been criticized as being mechanistic, over-simplified, and even fictional. But in its heart the scheme is a perfectly intelligible hypothesis about how several aspects of contemporary society fit together. Property relations define individual interests, and the system of wage labor defines the opportunities available to working people. Legislative and governmental policies have effects on the property system, and the class that owns the bulk of this property is perfectly capable of recognizing the consequences of this policy or that. Having the means to influence government, the owning class is able to shape government policy and personnel in ways that are compatible with its interests. Likewise, owners of property are able to recognize the advantage of being in a position to influence public consciousness and the terms of public debate. So the components of the "ideological apparatus" -- think tanks, newspapers, publishing houses, television networks -- are intensely contested, and the power of the owning class to influence the content of these outlets is great. Here again we have a fairly simple empirical argument for the conformance of the organs of social consciousness to the needs of the propertied class. And if it seems far fetched to hold that the owners of wealth are very willing to exert their power in these ways, just look at the recent announcement of the 2016 election-year budget of the political network funded by the Koch brothers -- $889,000,000 (link)!

It is no longer common in sociology to find value in Marx's theory of capitalist society. But really, the structuralist view he arrived at in the 1850s and 1860s seems pretty prosaic today in the context of an economic system that systematically creates astronomical wealth for the one percent and stagnant poverty for the majority of society. Median household income in 2012 in the United States was $51,371, and almost all states showed a decline in median household income between 2000 and 2012 (link). And it is almost tautological to say that the property system explains both facts -- the explosion of the wealth and income of the one percent and the stagnant or declining incomes of the majority of the population.

Or as Marx concludes Chapter Six of Volume I of Capital:
On leaving this sphere of simple circulation or of exchange of commodities, which furnishes the “Free-trader Vulgaris” with his views and ideas, and with the standard by which he judges a society based on capital and wages, we think we can perceive a change in the physiognomy of our dramatis personae. He, who before was the money-owner, now strides in front as capitalist; the possessor of labour-power follows as his labourer. The one with an air of importance, smirking, intent on business; the other, timid and holding back, like one who is bringing his own hide to market and has nothing to expect but — a hiding.

Tuesday, January 20, 2015

Was the Civil Rights movement a revolution?

photo: African-American newsman attacked by mob in Little Rock, 1957 (link)

I think of the results of the civil rights struggles of the 1950s and 1960s in the United States as the second American revolution, though a slow-moving one. And it is tempting to think of MLK as one of the founding fathers of this revolution. Is this an exaggeration or a legitimate historical and sociological judgment? Was this struggle comparable in any way to the experience of France in 1789, Cuba in 1953, or Teheran in 1979?

It is true that this period lacked some of the common attributes of a revolution -- in particular, it did not lead to regime change or fundamental change in the system of government. But it resulted in a fundamental realignment of power in the United States nonetheless. It profoundly changed the terms of inequality embodied in the race regime of the United States in the first half of the twentieth century. It decisively closed the door on the idea of second-class citizenship for African Americans in the United States, and ultimately for other social and ethnic groups, and it broke up forever the foundations of white power and white supremacy through which this subordination was maintained.

It is important to remember the brutality and comprehensiveness of the system of Jim Crow relations between white and black people that prevailed in much of the United States in the 1920s into the 1950s. The photo above captures this system for me: resistance to demanded forms of subordination was met with physical violence. Jerrold Packard provides a detailed and graphic inventory of the code of the Jim Crow system in American Nightmare: The History of Jim Crow, and Danielle McGuire's At the Dark End of the Street: Black Women, Rape, and Resistance--A New History of the Civil Rights Movement from Rosa Parks to the Rise of Black Power offers a focused look at the way the Southern racial system worked for women. This system of subordination extended to virtually all forms of ordinary life: employment, residence, politics, family life, education, and ordinary street behavior. And it was a durable system, reproducing itself through generations of assertive displays of white power. (See also C. Vann Woodward's 1955 book The Strange Career of Jim Crow and Anne Valk and Leslie Brown's moving collection of oral history interviews in Living with Jim Crow: African American Women and Memories of the Segregated South.)

The civil rights movement challenged every dimension of this system. African Americans of every level of society demanded equality and rights of access to all of the crucial activities of ordinary life: transportation, schools, voting rights, political participation, and the full expression of human dignity. And many thousands of black men and women showed their courage and commitment in standing up to the violence that enforced this system. This includes the famous -- King, Parks, Abernathy, Lewis, Malcolm; but it also includes the many thousands of ordinary people whose names are now forgotten but who accepted beatings to register to vote or enroll in segregated schools.

So if a revolution may be described as a fundamental change in the power relations in a society, brought about by the concerted effort of a large-scale collective movement, then indeed, the civil rights movement brought about a revolution in America. Doug McAdam's fine sociology of American race relations and the civil rights movement is right to call this an insurgency in Political Process and the Development of Black Insurgency, 1930-1970. It was an insurgency that was broadly based, passionately pursued, supported by effective regional and national organizations, and largely successful in achieving its most important goals.

It barely needs saying that this revolution is not complete. Tom Sugrue found a good phrase to capture the story in the title of his recent book, Not Even Past: Barack Obama and the Burden of Race. But further progress will build upon the cultural and structural changes brought about by these courageous and committed ordinary men and women in waging revolution against an oppressive social order.

Sunday, January 18, 2015

Elitism?


There are a variety of ways of valorizing individuals and institutions in our society. We can value contribution and productivity; effectiveness; talent and merit; honesty and integrity; and "elite status". Just watch the credits for Masterpiece Theater, including the promotions for a luxury cruise line and a luxury fashion house, and you will get a pretty good feel for the final category of value mentioned here, elite status. These promotions are clearly aimed at selling the product by selling the marks of elite standing with which they associate themselves. "If you too want to count yourselves among the elite, buy our clothes and travel on our cruise ships."

Many individuals seem to be motivated by the desire to be perceived as being exceptional, high-status, and, well, elite. This has a connotation of wealth and power, but it also connotes other forms of access and privilege in society -- able to gain the ear of elected officials, able to get a corner table at Elaine's, able to gain membership in exclusive clubs and organizations. So what is "elite"?

To start, "elite" is a social characteristic of meaning attributed to individuals by other individuals. And pretty clearly, it is a socially engineered characteristic. It is the product of specific social actions and institutional arrangements. The fact of a group of families possessing concentrated wealth and power doesn't automatically create an "elite" in society; rather, features of these individuals and families need to be marketed to the public in ways that lead others to recognize, admire, and respect them. Hierarchy needs to be cultivated.

But "elite" also applies to institutions and practices. Institutions can be perceived as being elite in and of themselves; and they can be perceived as the kinds of places where wannabes can gain the marks of the style and membership that will permit them too to be classified as "elite". Private schools in New York and Philadelphia compete for both forms of elite status. The New York Yacht Club is elite; the Brooklyn Bowling League is non-elite. Princeton University is elite; LaGuardia Community College is non-elite. Medical school is elite; cosmetology school is non-elite. And, like the cruise line and the fashion house mentioned above, the elite status of the institutions is something that is deliberately cultivated and marketed. Princeton, Harvard, Johns Hopkins, and Berkeley are all very concerned about maintaining their elite status and reputation.

Status and privilege are social products; so it is an important task for sociology to decode their workings in contemporary society.

Pierre Bourdieu's theorizing of various forms of social and cultural capital is directly relevant here. Bourdieu is particularly astute in tracing the markings and features of various kinds of privilege in French society, and the workings of the institutions that reproduce those features. Having elite status is a very tangible form of power and influence, independent from the personal qualities of talent, education, and experience that the individual may possess. Bourdieu traces how this mechanism works in France in The State Nobility: Elite Schools in the Field of Power. The markers of elite status -- school, manners, dress, clubs, friendship circles -- are forms of social capital that greatly contribute to the influence and power of the young people who are introduced into these practices. Here is a brief statement of Bourdieu's approach:
One cannot get an accurate picture of the educational institution without completely transforming the image it manages to project of itself through the logic of its operation or, more precisely, through the symbolic violence it commits insofar as it is able to impose the misrecognition of its true logic upon all those who participate in it. Where we are used to seeing a rational educational enterprise, sanctioning the acquisition of multiple specialized competences through certificates of technical qualification, we must also read between the lines to see an authority of consecration that, through the reproduction of the technical competences required by the technical division of labor, plays an ever-increasing role in the reproduction of social competences, that is to say, legally recognized capacities for exercising power, which are absolutely essential if the social division of labor is to endure. (116)
Bourdieu uses the language of "consecration" -- the quasi-religious anointment of young men and women into the ranks of the elite holders of power in twentieth-century France.

The processes of social separation that Bourdieu describes for France seem to have close counterparts in North America as well. Elizabeth Armstrong and Laura Hamilton, Paying for the Party: How College Maintains Inequality and Shamus Rahman Khan, Privilege: The Making of an Adolescent Elite at St. Paul's School offer sociological studies of how very different educational institutions work to create the distinction between elite and non-elite. Armstrong and Hamilton study a mid-rank Midwestern research university, and Khan studies the St. Paul's School, an ultra-elite boarding school in New England. Armstrong and Hamilton's central finding is that the institution they study embodies institutional arrangements and practices that "track" students into outcomes that are closely correlated with the socioeconomic status of their families. Students from affluent families have a high likelihood of attaining degrees and future opportunities that support their own affluent careers upon graduation, whereas students from mid- and low-socioeconomic status families are led into educational pathways that result in lower rates of completion, less marketable degrees, and less career success. Here is the diagram they provide describing the flow of their argument:


What they mean by "class projects" is a bundle of activities and educational goals that characterize different groups of students. They find three large class projects at work among the women students whom they study: reproduction via social closure; mobility; and reproduction via achievement (table I.1). And they find that the institutional arrangements of the university and the organizational imperatives that embody these arrangements work fairly well to convey different socioeconomic groups onto different outcomes. The pathways that correspond to these projects include the party pathway, the mobility pathway, and the professional pathway; and they find that the class resources and assumptions of the young women they study have a powerful impact on the choices they make across these various pathways.

Khan's reading of St. Paul's School emphasizes a different set of processes, at a more elevated level of the American upper crust. And he uncovers an important feature of the past fifty years: the elitist institutions have become simultaneously more diverse and more inegalitarian. It is what he calls a democratic conundrum:
All of this is to say that the 'new' inequality is the democratization of inequality. We might call it democratic inequality. The aristocratic marks of class, exclusion, and inheritance have been rejected; the democratic embrace of individuals having their own fair shake is nearly complete. (conclusion)
The fundamental impact of this institution, Khan believes, is to increase the concentration of wealth and power in America, even as a certain number of non-traditional candidates are incorporated.
And so my optimism is heavily tempered. If our economic trends continue, if the spoils produced by the many are increasingly claimed by the few, then the transformations among the elite may be durable. That is, we may have a diverse elite class. And this I imagine will no doubt be trotted out by the elite to suggest that ours is an open society where one can get a fair shake. But diversity does not mean mobility and it certainly does not mean equality. Ours is a more diverse elite within a more unequal world. The result of our democratic inequality is that the production of privilege will continue to reproduce inequality while implying that ours is a just world; the weapons of the weak are removed, and the blame for inequality is placed on the shoulders of those whom our democratic promise has failed. (Conclusion)
These are important features of the contemporary social world. But they raise an important parochial question as well: can public universities truly serve the democratizing role that is so deeply important in our highly unequal world today? Or is there a creeping elitism across many top public universities that undercuts the democratizing effects they ought to have for people on the bottom three or four quintiles of the population?

Monday, January 12, 2015

Philosophy of social science and the graduate student


Is there any reason to think that a course in philosophy of social science can be helpful for a graduate student in sociology or political science (or education, public health, or public policy)? Is this part of philosophy a useful contribution to a PhD education in the social sciences?

I think there are several reasons to support this idea. I believe that a good course in this area can help the aspiring researcher extend his or her imagination and modes of inquiry in ways that can make the first years of research particularly fruitful. In what ways is this so? There are several, in my view.

First, though, I must confess that it wasn't always so. The courses I took in philosophy of science and philosophy of social science as an undergraduate were in fact stultifying and discouraging rather than eye-opening and expanding. There was the idea that the nature of "science" had been settled by the Vienna Circle, that there was an all-encompassing model for explanation and justification (the hypothetico-deductive method), and that the significant problems facing young social scientists had to do with forming adequate concepts and finding ways of operationalizing these concepts to test them against the world of observable data. Essentially, then, the work of the social scientist was simply to fill in the blanks in a schema that had already been prepared. (I'm thinking in particular of two textbooks, Hempel (Philosophy of Natural Science) and Rudner (Philosophy of Social Science).)

And the anti-positivist reaction to this kind of philosophy of science wasn't much more helpful. Kuhn, Lakatos, Feyerabend, and Hanson pointed out the shortcomings of the theory of science contained in logical positivism. But they didn't have much to say that was very specific or helpful when it came to the task of formulating theories and hypotheses that would serve to explain social outcomes. So I wouldn't have said that the typical course in philosophy of science in the 1980s was particularly valuable for the young researcher either.

But the situation in this field changed in the 1990s and after. Most important, many philosophers who took up the philosophy of social science embraced the idea that the field needed to be developed in tandem with the real problems of research and explanation that sociologists and political scientists grappled with. PSS could not remain an apriori discipline; instead, the philosopher needed to gain expert understanding of the disputes and problems that were under debate in the disciplines of the social sciences. (This switch occurred even a little earlier in the philosophy of biology and philosophy of psychology.) Philosophers needed to work as peers and colleagues with social scientists.

And once philosophers began to step away from the dogmas of received formulations of philosophy of science, they began to ask new questions. What is a good explanation? How does social causation work? What is a causal mechanism in the social world? What kind of thing is a social structure? How do structures maintain their causal properties over time? How do individual actors contribute to social causation? These are all questions that are intertwined with the ordinary reasoning that talented sociologists and political scientists are led to through their own efforts at theory formation. And philosophers found helpful mid-level locations from which to address questions like these in ways that made substantive contributions to the concrete work of social research and inquiry.

Here are some concrete results. Philosophers have worked productively to help arrive at better ways of treating social causation. They have clarified the nature of social causal mechanisms. They have brought new clarity to questions about the relationships among levels of social and individual activity. They have highlighted the centrality of the idea of microfoundations. They have helped to dissolve the apparent contradiction between structural causation and actor-centered social processes. They have problematized the assumptions we sometimes make about social kinds and social generalizations. They have directed new attention to the ways that we characterize the actor in the social world. And it seems to me that each of these kinds of insights makes a difference to the researcher in training.

So, indeed, it makes good sense to offer a challenging course in the philosophy of social science to PhD students in the social sciences. This isn't because there is a new set of verities that these young researchers need to master. Rather, it is because the nature of the current discussions in the philosophy of social science parallels very nicely the process of theory formation and development that we would like to see take place in sociology and political science. We would like to see the exercise of intelligent imagination by social researchers, unconstrained by the dogmas of methodology or ontology that a discipline is all too ready to provide. The social world is strikingly and permanently surprising, with novel conjunctions of processes and causes leading to unexpected outcomes. we need new ways of thinking about the social world and the social sciences, and philosophy of social science can help stimulate some of that thinking.

Here are the books I'll be discussing in my graduate course in philosophy of social science this semester:








Friday, January 9, 2015

Hip hop, the boardroom, and the street




What are some of the factors that influence the ideas, values, and models of life of young inner-city African-American men today? There are the everyday conditions of life in the neighborhoods of segregated American cities, which Elijah Anderson considers in Code of the Street: Decency, Violence, and the Moral Life of the Inner City (link). But there is also the increasingly violent and misogynist output of hip hop music and video. It is apparent that the images, values, and modes of behavior presented in hip hop music and videos find their way back onto the street and into the lives of young black men and women. Hip hop doesn't simply mirror the street -- it helps to create the street. So the content and identities portrayed in the music makes a difference.

Byron Hurt's very interesting 2006 PBS documentary on violence and sexism in hip hop music and videos, Hip Hop: Beyond Beats and Rhymes, addresses these issues. (The video is posted at the top.) Hurt does a great job of reading the role that violence and misogyny play in hip hop lyrics and videos. "Why are so many rappers preoccupied with violence and gunplay" (6:30). The basic idea that he puts forward is that this major aspect of hip hop culture is a commercial exploitation of a cartoonish version of masculinity—hard, tough, unafraid, ready to kill, ready to exploit and sexualize women. (Hurt calls it “hyper-masculinity”.) The representation of women in much of this music is hyper-sexualized and brutalizing. And there is a recurring theme of homophobia and homophobic slurs.

Hurt asks penetrating questions about the relationship between the street, the music industry, and youth culture. The documentary takes on a powerful strand of popular culture and the pop culture industry that creates it and undertakes to piece together an interpretation of the meanings this system of lyrics and images has. Hurt wants to know how this medium influences the young men and women who follow it. But he also asks how the content of the medium itself is shaped by the profit imperatives of the music industry. And it becomes clear that this is a complicated mix of commercial interests and some young men’s distorted ideas of masculinity.

This is real social criticism, in the Frankfurt School sense. The documentary raises a crucial question: Why is it that the music industry gives the lucrative contracts to the most violent, misogynist, and degrading rappers? And why has it been increasingly difficult for more radical and critical rappers to get contracts and distribution in the past fifteen years? A young rapper offers a striking theory: it is preferable for white America to have hip hop music glorifying violence and sex in the hood than the messages of anti-racism and class-sensitized anger that are found in Public Enemy.

And in fact there is a segment of hip hop that has a very different orientation -- political rather than violent, expressing strong messages about economic and racial justice, and largely immune from the homophobia and misogyny of mainstream rap. Artists like Public Enemy, Poor Righteous Teachers, the Coup, the X ClanKRS-ONE, and Digable Planets fall in this category, and The Roots is a more contemporary version. (Thanks, Ahmad!) But here is the key point: this stream of work doesn't often result in the giant contracts and public acclaim of the other stream, and with a few exceptions the music and videos don't make it into the mainstream. (Yes, Public Enemy is an exception.)

Hurt asks several other key questions in the video: Why is it that black men are aiming their violence against each other, and overlooking the forces that create the degradation of inner city neighborhoods in the first place? And why is it so hard to find a positive message in hip hop lyrics? One of the on-screen voices places the responsibility squarely on the profit interests of the music industry: “Media and the corporations are defining what hip hop is.” Here is how one of the young rappers puts the point on camera:
That’s nice but nobody wanna hear that right now … They don’t wanna hear that right now … [Narrator: Who’s they?] The industry … they don’t wanna hear that right now. They don’t give us deals when we speak righteously or things of that nature. (40:00)
And this perception is born out by Carmen Ashurst-Watson, former DefJam president: "The time when we switched to gangster music was the same time when the majors bought up all the labels, and I don't think that's a coincidence.... The music became less and less conscious" (43:30).

Imani Perry's Prophets of the Hood: Politics and Poetics in Hip Hop is a very thoughtful reflection on hip hop. She is an advocate for hip hop as a cultural expression. But she also feels that it risks being poisoned by the commercial interests of the industry. She writes:
The combination of democracy ("speak your piece") and meritocracy ("be the best MC") that exists in hip hop is threatened at every turn. The manipulations of capital, media, and record company distribution, the ruthless promotion of some acts to the disadvantage of often musically superior ones, the commodification of black female bodies, and the grotesque marketing of racist images of black male violence threaten to completely overwhelm the public face of hip hop. (Reunion)
This is a complex set of issues, with causation going in many directions. The commercial interests of the major music companies drive the content of the videos and recordings; the content of the music influences the behavior and practice of young men and women in the neighborhoods; events in the street reflect back into the content of hip hop art; and realities in the neighborhoods are determined by the larger structures of power and race in our society. It is possible to see the formative power of popular culture on behavior; the media on popular culture; the business of music on the content of popular culture; the extreme behaviors that seem to result on the street; and the ideological forces that permeate all of this.

(Here is an interesting piece by Solomon Comissiong that analyzes the music industry and the fate of progressive rappers.)

Monday, January 5, 2015

What is a European?



One of the great achievements of the establishment of the European Union was the beginnings of a broader transnational identity from Spain to Finland — or so it seemed for a decade or so. But is this even a coherent idea? Is it credible to imagine that the citizens of Spain, Greece, Latvia, France, and Finland would come to see themselves as fellow “Europeans” rather than Spaniards, Greeks, Latvians, Frenchmen and women, and Finns? What would be the content of such a pan-European identity? How would it come about?

One of the theorists who believed that a pan-European identity was possible was Karl Marx. His view was partial but emphatically trans-national: he believed that international working men and women could come to have a shared class identity that transcended national boundaries. But the mobilization of working class men and women into the armies of Britain, France, Italy, Germany, and Russia in 1914 provided a harsh reality check on that notion, at least in the historical circumstances of the early twentieth century. It appeared that nation and patriotic feelings trumped class and international solidarity. (Here is a very interesting collection edited by Marcello Musto, The International Workingmen's Association, that provides some of the founding documents and later discussions of Marx's version of internationalism.)

Willem Maas has given thought to this topic. Maas is the author of Creating European Citizens and Democratic Citizenship and the Free Movement of People. Maas's work focuses on an emerging consensus about rights and citizenship that transcends the various national cultures of the continent.
Since the end of the Second World War, an extensive set of supranational rights has been created in Europe. These rights extend entitlements, impose obligations, and have increasingly been designated with a term traditionally reserved for the relationship between individuals and states: citizenship. (Creating European Citizens, vii)
One part of this very interesting analysis is the notion that people develop their political affinities through the concrete work of building institutions and legislation. So the simple fact that the European Parliament convenes in Strasbourg is itself a potential pathway to a growing collective identity around the civic values articulated within that institution. The establishment and enforcement of civic rights for individuals qua citizens of Europe -- including crucially the right of free movement from one country to another -- created a basis for civic bonds that could play a much larger role in precipitating a European collective identity. And the creation of transnational educational institutions -- the Erasmus project in particular -- has perhaps laid a basis for a more full movement of people and ideas across the face of Europe (link).

An Ur-text on social identities is Ben Anderson’s notion of “imagined communities” (Imagined Communities: Reflections on the Origin and Spread of Nationalism, Revised Edition). According to Anderson, national identities are made, not discovered; social and collective identities are social constructs. In order to understand the collective identities of "Basques", "socialists," or "Tennesseans", we need to identify the mechanisms and pathways through which common political ideas and cultural images are adopted by a group of people. Emmanuel Todd and others describe such a process for the case of France (linklink). And it is not incredible to imagine a social-cultural process through which a thread of “European-ness” could come to play an important role across all these national settings.

At the same time, it is striking to take note of the very great diversity that exists in local cultures and identities across the map of Europe, in terms of values, moral frameworks, personality characteristics, and social perceptions. This is true across countries; but it is also true within countries, with substantial regional, religious, and class differentiation within each country. So it is challenging to speak of a "Spanish identity" without asking, "Which region of Spain? What social class? What ethnic or national minority?" And even more challenging is the idea that there is an emerging "super-identity" that may serve to unify the political consciousness and values of the people of the continent.

What might constitute the core elements of a pan-European identity? We might think of shared beliefs and values; we might think of ideologies and political movements; and we might think of key elements of culture that transcend national boundaries. But it is clear that there is enough diversity across the face of Europe to make substantial convergence around any of these large axes not very likely. Are Europeans more sympathetic to the plight of the poor? Some are -- but some are not. Are Europeans more progressive and liberal than North Americans? The resurgence of the right in Europe makes this dubious as well. Are Europeans more tolerant and accepting of others? The rise of anti-immigrant parties and movements in almost every European country makes that idea dubious as well.

Several of these considerations suggest that there are institutional and legal changes underway in Europe through the institutions of the European Union that may slowly permit a greater cultural and political integration of the people of the continent. Perhaps the very idea of "Europe" may come to play a larger role in the more specific identities that people have in the various countries of Europe -- as the idea of "Canada" serves to bring together the people of British Columbia and Nova Scotia, and the idea of "France" unifies Bretons, Alsatians, and Provenรงals. But it is also clear that there are cultural and political forces working against European integration that are powerful as well. So the future of the "European" in place of the Briton, the German, or the Spaniard is still in doubt.

(See an earlier discussion of an exchange of views between John Rawls and Philippe van Parijs on the topic of a European identity; link. See also this discussion of Andreas Wimmer's theory of methodological nationalism; link.)