"...Coulangeon notes that the upper classes’ cultural practices, rather than being exclusionary, have trended towards eclecticism, a phenomenon captured under the metaphor of the omnivore, as opposed to the parochial working classes, univores. Therefore, cultural stratification would now look like an inverted pyramid where the upper classes are characterized by the diversity of their cultural repertoires and the lower classes by their limited ones. The definition of the cultural omnivore covers both quantity and quality (greater practice across a more varied repertoire that includes both high and mass cultural products, with a global/cosmopolitan outlook). Here again, of course, one should note that such eclecticism is facilitated by economic resources.
However, this does not mean that there is absolutely no exclusionary element to this eclecticism. Certain popular genres are still excluded (such as hip hop or heavy metal) from this more diversified repertoire that is defined more by its aversion to certain products and practices, than by its inclusion. Therefore, another distinction in cultural capital is between the active aversion of upper classes for certain practices and products as opposed to the passive ignorance of popular classes of the more traditional high culture. The lines of exclusion may have shifted but they are still present.
...the possession of such multicultural capital is a clear class marker as it reflects exposure to, and possession of, the cultural resources of globalization. This is where the profits of distinction now are located, and no longer in the classical humanities. And the acquisition of such multicultural capital is built through world travel, exchange and therefore a symbolic and material domination of space, beyond the “old” forms of distinction and cultural capital, more marked by a domination of time.
So, where does this leave us? It is rather clear that we should not bury the cultural dimension of class too quickly. This symbolic dominance attached to cultural capital is alive and well, but in reconfigured dimensions that take into account greater access to higher education, globalization, a decline in the traditional prestige of education as social institution, and the rise of new forms of cultural legitimacy..."
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