• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Discuss English band Blur's textual representations of British national identity, and analyse to what extent these representations are ideologically constructed.

Extracts from this document...

Introduction

DESCRIPTIVE OUTLINE PROPOSITION: Discuss English band Blur's textual representations of British national identity, and analyse to what extent these representations are ideologically constructed. PLAN: 1000 words in five paragraphs, in ordered reasons structure. PARAGRAPH 1 STRATEGY: Problematic nature of national identity. SUMMARY: Discusses the problematic nature of defining national identity by defining the terms identity and culture. Suggests that in terms of cultural identity, the cultural concepts class, gender and ethnicity are the definitive factors. PARAGRAPH 2 STRATEGY: Demise of nation, thus national identity. SUMMARY: Discusses globalisations effect on the concept of nation and on ethnic cultures. States Blur reject the dominance of global culture, thus texts are resistant to the dominant ideologies within our culture. PARAGRAPH 3 STRATEGY: Ideological representations of class and age constructed through semiotics. SUMMARY: Analyses text A and discusses the representational strategies from a semiotic point of view. Explores the ideology of youth that is at work within the text and discusses the irony of this ideology's implications. PARAGRAPH 4 STRATEGY: Blur's paradigm alludes to a Britain of the past, in terms of ideologies. SUMMARY: Briefly discusses the state of Britain's economy in the late, modernist period and concludes Blur are aligning themselves with, and supporting the class structures of this time, by drawing upon ideologies relating to national pride. ...read more.

Middle

Trans-national businesses have penetrated every nations border; mass media has enabled culture to be shared and swapped across the globe at an unprecedented rate. Indigenous/ethnic cultures are virtually powerless against the dominance of the new global culture. It seems that Blur resist the dominance of this global culture, and instead advocate the reconstruction of national identity, through representations that have an ideological basis. The ideologies behind the representations depicted in Text A are constructed by way of semiotics. The text is a magazine cover, which features Blur's lead singer Damon Albarn, wearing a school uniform against the backdrop of a diagonally turned, Union Jack. The uniform worn by Albarn is that of the "average" British high school, certainly not that of a public (private) or grammar school. This representation alludes to the discourse of class, but more significantly, the ideology of youth/age. Hartley: "ideology is seen as the practise of reproducing social relations of inequality within the sphere of signification and discourse."(p104) The concept of "youth" is completely a post-modern construct. In late-capitalist societies such as our own, youth are portrayed to be the innovators and reformers, and have therefore come to be thought of as more useful and productive than their older counterparts. Youth, also, have come to be thought of as being the only group within society who can inspire change. ...read more.

Conclusion

This is significant as pop, along with all musical styles, is becoming increasingly americanised. The ideology of nation, and national pride are therefore being represented to create identity through Blurs textual and musical invocations of nostalgia for a Britain gone-by. They are enabled further by ideologically constructed representations pertaining to class such as the steam engine, which is a particularly strong symbol of the working class. These representations are actually at odds with the ideologies the hegemony of today. A very exclusive identity of Britain is depicted in Text C. The text depicts a greyhound race, "going to the dogs," as it is known in Britain is a particularly white, working class, male activity. Blur's paradigm excludes non-whites, women and those who do not belong to the working class, thus suggesting that these people do not play a part in the shaping of British identity. This is obviously inaccurate, therefore the representations that are constructed by Blur's paradigm have ideological basis in a resistant reading of the culture. A dominant, ideological reading of the culture, through the paradigm of reality television, depicts various groups of people within society and constructs its version of national identity through them. Thus, although it is still a culturally, constructed representation of national identity, it is more inclusive and therefore, to some extent, more accurate. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Anthropology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Anthropology essays

  1. Free essay

    To what extent has participatory development succeded in its aims?

    type of training and education given to these agents, which could be improved, but also as an inherent flaw of the people employed to do it.

  2. The formation of national character.

    As Hume states: Where the government of a nation is altogether republican, it is apt to beget a peculiar set of manners. Where it is altogether monarchical, it is more apt to have the same effect; the imitation of superiors spreading the national manners faster among the people.

  1. Discuss some of the recurrent themes in western representations of the non-European 'other'.

    'the West' could in purely technical terms be India, Africa or France. Instead the term is used just as another way of distinguishing between the 'us' and 'them' - the West related to power, richness and developed civilisation, the East the opposite.

  2. How has the West represented the non-West, and what are the political implications of ...

    (Wallerstein in Seligson and Passe-Smith 1998, p.290) The context of these representations is important to the overall understanding of the situation, so I will begin by discussing the historical roots of the anthropological discipline involved in the study and presentation of information about other cultures, before describing the misrepresentation of the three cultures detailed above and the political implications resulting from this.

  1. Are theories of postmodernism Eurocentric?

    This relates to postmodernist theory being Eurocentric as there is the acceptance of the "Other" into western culture yet there is little exploration of these so-called "Other" cultures. I also feel that this cultural reinvention of "Otherness" has been created to satisfy the west at a time when there seems

  2. Big Bad Britain

    Is that a good culture? NO! People Our Fault? Is it our fault that the British culture contains the bad, evil, greedy people? No. It is the individuals that do this to our culture. These individuals make us look bad. It is up to each person how they live their lives, whether it is crime or non-crime.

  1. What is Postmodernism? Fashion in Postmodernism

    You want to crate the world before which you can kneel: this is your ultimate hope and intoxication." (Nietzsche, F 1969: 73). ANALYSIS & EVALUATION Many can say that postmodern culture denies the borders between high and low forms of art, as well as the distinction between genres, and they

  2. Primary research report on an aspect of group identity in football fans.

    This again shows that they behave differently when they are at the stadium as opposed to when they are not. This could be because when they have a group identity they gain self- esteem and are comfortable to do thing like that.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work