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This guide accompanies the following article: Matthew W. Hughey, 'The Janus Face of Whiteness: Toward a Cultural Sociology of White Nationalism and White Antiracism', Sociology Compass 3/6 (2009): 920–936, 10.1111/j.1751‐9020.2009.00244.xAuthor's introductionOver the past 20 years, the study of white racial identity has received in‐depth, interdisciplinary attention. Under sociological scrutiny, the study of whiteness has traversed quite a few stages: from understandings of whiteness as a category replete with social privileges, as a mere reflection of non‐racial (often class‐based) dynamics, to its most recent turn that emphasizes the contextual and intersectional heterogeneity of whiteness. Because of the increased attention to context and political disputes, the study of whiteness has never been more amenable to cultural analysis than it is today. Hence, an emphasis on different white racial formations that span a political spectrum – from conservative to liberal and racist to antiracist – is now dominant. In this vein, white nationalists and white antiracists represent the distinct polarities of contemporary inquisitions into white racial identity. Motivated by this academic milieu, this guide offers an overview of the major scholarship that address white nationalism & white antiracism, appropriate online materials, and examples from a sample syllabus. Together, these resources aim to assist in understanding the general processes and contexts that produce 'whiteness' and imbue it with meaning, the social relationships and practices in which white racial identity identities become embedded, and how whiteness simultaneously possesses material and symbolic privileges alongside diverse and seemingly antagonistic experiences.Author recommendsThe complexity of whitenessMcDermott, Monica and Frank L. Samson 2005. 'White Racial and Ethnic Identity in the United States.'Annual Review of Sociology 31: 245–61.Any contemporary apprentice of the sociological study of white racial identity should read this essay. Monica McDermott and her student Frank Samson combine to provide a robust overview of the literature. They walk the tightrope of balancing both a broad coverage of the literature with the depth that key studies necessitate. In so doing, they put a finger on the key dilemma of studying white racial identity today: 'Navigating between the long‐term staying power of white privilege and the multifarious manifestations of the experience of whiteness remains the task of the next era of research on white racial and ethnic identity' (2005: 256).Duster, Troy 2001. 'The 'Morphing' Properties of Whiteness.' Pp. 113–33 in The Making and Unmaking of Whiteness, edited by E. B. Rasmussen, E. Klinenberg, I. J. Nexica and M. Wray. Durham, NC: Duke University Press.In this essay – part of a larger volume on whiteness that I also recommend – Duster synthesizes disparate approaches to the study of whiteness. Demonstrating how some scholars understand white racial identity as a contextual and cognitive category ('fluid'), while some frame whiteness as a structural and fixed category of material privileges ('frozen'), Duster asks 'who is right?' He answers via the metaphor of whiteness‐as‐water. In one moment, whiteness can morph into vapor as a contextual and unstable identity, while the next moment it can instantly transform into a harsh and unyielding form of ice‐like privilege. Duster's essay is an excellent retort for those who argue that we should move 'beyond' race to the utopian realm of color‐blind individualism. Duster demonstrates, although the example of the supposedly egalitarian New Deal, that while race is socially constructed, the legacy of racism remains a historically reproduced and real social fact – denying the existence of race perpetuates racial inequality. Duster closes the chapter with a personal anecdote that grounds the historical example in modern, interactional, and everyday life.Perry, Pamela 2002. Shades of White: White Kids and Racial Identities in High School. Durham, NC: Duke University Press.Perry gives us two ethnographic studies in one – that of two northern California high schools: one located in a predominantly white, if economically diverse, suburb, the other situated in a multiracial urban community. Perry persistently and systematically probes the complexities of white racial identity in the practices and discourses of the youth attending these high schools. She finds that whites in the predominantly white, suburban high school do not see themselves as a unique race and take their racial identity for granted – they understand distinctly white practices as normative rather than as constitutive of a subjective worldview. In contrast, the whites at the multiracial, urban high school possess a more critical and comparative view of race and their own place in the racial order. In sum, Perry argues that whiteness is a set of complex, contradictory, and multiple subject positions.Wray, Matt. 2006. Not Quite White: White Trash and the Boundaries of Whiteness. Durham, NC: Duke University Press.Matt Wray brings the tools of cultural sociology viz‐á‐viz'symbolic boundaries' to the interrogation of the moniker White Trash. Wray problematizes this relatively normalized term to question its origins and how it persists. Drawing upon literary texts, folklore, diaries, medical articles, and social scientific analyses from the early 1700s to the turn of the 20th century, Wray documents the multiple meanings that were projected onto poor rural whites in the United States. Of particular import, Wray demonstrates how white supremacist ideas about class and region became dominant through public health campaigns and eugenic reformations. Impoverished whites found themselves the targets of officials and activists who framed them as 'filthy' or "feebleminded," and thus a threat to the purity and supremacy of the white race. This text is particularly informative for its demonstration of how white supremacist logic was not only focused on racial 'otherness' but used the axes of class and location to directly demarcate and attack those seen as 'white' yet somehow racially deficient and unworthy.Winant, Howard 2004. 'Behind Blue Eyes: Whiteness and Contemporary U.S. Racial Politics.' Pp. 3–16 in Off White: Readings on Race, Power, and Society, edited by Michelle Fine, Lois Weis, Linda C. Powell and April Burns. New York, NY: Routledge.In applying his now classic approach formulated in concert with Michael Omi (Racial Formations, 1986), Howard Winant applies the 'racial projects' thesis to whites: 'I think it would be beneficial to attempt to sort out alternative conceptions of whiteness, along with the politics that both flow from and inform these conceptions. … focusing on five key racial projects, which I term, far right, new right, neoconservative, neoliberal, and new abolitionist' (2004: 6). Hence, Winant maps a theory of white identity formation onto a bifurcated 'culture war.' Labeling this phenomenon 'racial dualism as politics,' Winant advances a paradigm in which whiteness is undergoing 'a profound political crisis.' Winant's essay is especially important for those that wish to emphasize the heterogeneity of white racial identity, as he provides Weberian‐like 'ideal types' for the comprehension of the racial‐political landscape.Hughey, Matthew W. (forthcoming 2010). 'Navigating the (Dis)similarities of White Racial Identities: The Conceptual Framework of "Hegemonic Whiteness."'Ethnic & Racial Studies.In this work, I build upon many of the aforementioned studies. Like Pamela Perry (2002) I dive into two ethnographic sites, but of much different breed. To interrogate how whiteness might be akin to 'vapor and ice' (Duster 2001) and to provide a robust answer to the dilemma of the 'long‐term staying power of white privilege' (McDermott and Samson 2005) alongside the 'political crisis' of whiteness (Winant 2004), I studied a white nationalist and white antiracist organization. Combining over fourteen months of field observations, in‐depth interviews, and content analysis of documents, I found that the varied political and overt ideological orientations of both groups masked striking similarities in how both groups made meaning of whiteness. In particular, these similarities were guided by a collective reliance on reactionary, racist, and essentialist scripts, latent worldviews – and like Wray (2006) – symbolic boundaries. The realization that there remains a shared 'groupness' to outwardly different white identities has the potential to destabilize the recent trend that over‐emphasizes white heterogeneity at the expense of discussion of power, racism, and discrimination. As a resolution to this analytic dilemma, this article advances a conceptual framework entitled 'hegemonic whiteness.' In this model, white racial identity formation is understood as an ongoing process in which (1) racist, reactionary, and essentialist ideologies are used to demarcate inter‐racial boundaries and (2) performances of white racial identity that fail to meet those ideals are marginalized and stigmatized, thereby creating intra‐racial distinctions within the category 'white.'White supremacy & nationalismDobratz, Betty A. and Stephanie L. Shanks‐Meile 1997. The White Separatist Movement in the United States: 'White Power, White Pride!' Baltimore, MD: Johns Hopkins University Press.This is a good place to begin with the study of the white separatist, nationalist, and supremacist movements in the United States. The book is primarily descriptive and quickly debunks the stereotype that the movement is tied to an uneducated and Southern cadre of disenfranchised men. The authors interviewed more than 125 white separatists, attended white power rallies and other white separatist meetings, and examined much of the movement‐generated literature. A major strength of the text is the demonstration of key divisions within the white supremacist movement, most notably religious ideology and views toward gender. However, this high note is often bookended by their overdependence on journalistic‐like description rather than sociological explanation.Zeskind, Leonard. 2009. Blood and Politics: The History of the White Nationalist Movement from the Margins to the Mainstream. New York, NY: Farrar Straus Giroux.This book is a critical companion to Dobratz and Shanks‐Meile (1997). Beginning in the 1950s and taking the reader into the contemporary moment, the text affords a sprawling account of the shifting currents in white nationalism. In both meticulous detail and incredible breadth, the 645‐page tome was composed from Zeskind's 15‐year‐long research of the white nationalist movement – describing in detail how the movement has somewhat successfully moved from the shadows of a stigmatized racist identity to wear the mask of a more 'button‐down' and gentile white nationalism.Ferber, Abby L. 1998. White Man Falling: Race, Gender, and White Supremacy. Lanham, MD: Rowman & Littlefield Publishers, Inc.Abby Ferber does an excellent job of illuminating white nationalist publications like White Patriot and White Power to clarify not only the racial, but the intersectional weltanschauung of white male nationalists. In so doing, Ferber demonstrates how the concept of 'race' has evolved alongside the development of the white supremacist and nationalist movements. Ferber's empirically based critique unpacks the still‐growing ideological assertion that white men are now the quintessential victims of the social order, and she convincingly demonstrates the repercussions of their attempts to re‐assert white male power. I would be remiss if I did not also point the reader to her follow‐up study: Home‐Grown Hate: Gender and Organized Racism (New York, NY: Routledge, 2004). Other notable mentions in this vein include Kathleen Blee's Inside Organized Racism: Women in the Hate Movement (Berkeley, CA: University of California Press, 2002) and Jessie Daniels'White Lies: Race, Class, Gender, and Sexuality in White Supremacist Discourse (New York, NY: Routledge, 1997).Berbrier, Mitch 2000. 'The Victim Ideology of White Supremacists and White Separatists in the United States.'Sociological Focus 33: 174–91.In much the same vein as Ferber, Mitch Berbrier demonstrates how white victimization ideologies are a growing, but not yet central, facet of white supremacist and separatist organizing. Rather, discourses of racial victimization are put to the service of larger concerns in white supremacist activism: for example, either to activate a sense of urgency in the perceived loss of white racial pride and self‐esteem, or to convince outsiders (and potential members) that they are living in time of white 'genocide.' I also recommend Berbrier's 1998 Social Problems article entitled '"Half the Battle": Cultural Resonance, Framing Processes, and Ethnic Affectations in Contemporary White Separatist Rhetoric.'White antiracismBonnett, Alastair 2000. Anti‐Racism. London and New York, NY: Routledge.This is a valuable text for those wishing to understand both the historical trajectory of, and current variation within, the antiracist movement. Bonnett first traces anti‐racism's philosophical historicity through thinkers such as Comte, Montaigne, and Du Bois. After delineating the theoretical underpinnings of the movement, Bonnett then outlines the spatial variation of antiracism to uncover the networked relationships between Brazil, China, France, the US, and the UK, to name just a few examples. In this vein, while the text does not explicitly focus on white anti‐racism, a large portion of the book directly challenges the dominance of the Eurocentric variations of anti‐racism, as it even briefly surveys the outgrowths of anti‐racism in the form of multiculturalism, anti‐Nazi/anti‐fascist movements, and the 'local' activist organizations that purport to represent marginalized communities. While the book takes on a large subject matter, its relatively small size often falls short of giving each subject the attention it deserves. Still, the book serves as an excellent overview.Apthecker, Herbert 1993. Anti‐Racism in U.S. History: The First Two Hundred Years. Westport, CT: Praeger Publishers.Like Bonnett's text (2000), this book does not explicitly center on white antiracism, but much of the examples used by the late Marxist historian are drawn from white abolitionists and activists. In fact, recovering the lost history of whites whom rejected racist rationales for the 'peculiar institution' of slavery and in turn, evidenced a remarkable degree of racial egalitarianism, appears the impetus for Aptheker's decision to compose the book. Overall, the text remains a tour de force of the pervasiveness of both white racism and its white resistance, as it covers the intersection of racism, sexuality, labor, the political ideologies of Grégoire, Banneker, & Jefferson, religion, the effects of the civil war, and emancipation.Srivastava, Sarita 2005. '"You're Calling me a Racist?" The Moral and Emotional Regulation of Antiracism and Feminism.'Signs: Journal of Women in Culture and Society 31(1): 29–62.This article demonstrates how the dominant practices and discourses of emotional expression shape antiracist debates over what constitutes a proper antiracist approach. By showing how the predominant mode of discussion in many antiracist organizations is hinged to the disclosure of personal experiences and emotion, Srivastrava demonstrates that this mode constricts the ability to produce organizational or structural change. Accordingly, white antiracist discussion groups often devolve into a setting in which the focus shifts from fighting racism to that of quelling the emotional turbulence of white participants – a pattern that unintentionally reestablishes a focus on white well‐being and privilege.Niemonen, Jack June 2007. 'Antiracist Education in Theory and Practice: A Critical Assessment.'The American Sociologist 38(2): 159–77.With critical aplomb, Jack Niemonen interrogates the pedagogical, curricular, and organizational claims of 'antiracist education'– an endeavor largely tied to liberal, white, and 'multicultural advocates.' Operationalized through a study of approximately 160 papers recently published in peer‐reviewed journals, Niemonen finds that the dominant forms of 'antiracist education' are far from sociologically grounded, empirically based accounts of the significance of race, but 'embodies the confessional and redemptive modes common in evangelical Protestantism' (164). Picking up on a key contradiction endemic to a large percentage of white antiracist literature, whites are often framed as 'inherently racist' yet are prodded to constantly seek paths to redemption and salvation. Informing my own work, Niemonen demonstrates how antiracist educators often employ a myopic and reductionist 'culture war' view of the world in which battle lines are drawn between the 'good and bad' whites. Aside from the fact that Niemonen's scathing critique sometimes borders on a kind of evangelicalism in its own right, his overview of the literature does afford the prescient observation that a great deal of antiracist activism is built on abstract moralism rather than sociological empiricism.O'Brien, Eileen 2001. Whites Confront Racism: Antiracists and Their Paths to Action. New York, NY: Rowman & Littlefield Publishers, Inc.O'Brien's work is a survey of white antiracist activists from across North America. The book is a nice counterpoint to Niemonen's (2007) findings, as O'Brien finds that many white antiracists are quite savvy in their ability to avoid the typical options of 'being a nonracist' or devolving into emotional turmoil associated with 'white guilt'; many of the whites demonstrate large variation in how they combat modern racism. Of import, O'Brien shows that these whites' affiliations with antiracist organizations – and even their lack thereof – can play a crucial role in their approach to their antiracist activism. As such, O'Brien shows that a more critical white antiracist approach is evolving; one that frames race as a 'social construction' and which unpacks the individual, institutional, and cultural forms of racism.Online materialsPublic Broadcasting Service, 'Race – The Power of an Illusion' http://www.pbs.org/race/000_General/000_00‐Home.htm Starting from the supposition that 'Race is one topic where we all think we're experts', the series, readings, video, and ability to directly ask questions of experts in the field (e.g.: historian George M. Fredrickson and biological anthropologist Alan Goodman) together help to debunk many of the core beliefs that undergird the modern white supremacist and nationalist movement. In so doing, the program helps to show how social, economic, and political conditions, rather than biological make‐up, disproportionately channel advantages and opportunities to whites.Public Broadcasting Service, 'From Swastika to Jim Crow' http://www.pbs.org/itvs/fromswastikatojimcrow/index.html The website includes a video, discussion guide, and multi‐chaptered narrative on the little‐known story of German refugee scholars, who were expelled from Nazi Germany, migrated to the United States south and faced oppression from US white supremacists, and found employment at historically black colleges and universities. The resources therein illuminate the intricate web of politics, migration, nationalism, the contextual construction of racial and ethnic identity, and racism & antiracism.'Racism Review' http://www.racismreview.com/blog/ Launched in 2007, 'Racism Review' is produced and maintained by Joe R. Feagin (Texas A&M University) and Jessie Daniels (CUNY‐Hunter College). Contributors to the blog are scholars and researchers from sociology and a number of other social science disciplines across North America. Many of the articles center on the topics of white racial identity, racism, and antiracism, and aim to serve as credible and reliable sources of information for journalists, students, and members of the general public who seek evidence‐based research and analysis.Southern Poverty Law Center http://www.splcenter.org/index.jsp The Southern Poverty Law Center (SPLC) was founded in 1971 as a small civil rights law firm, and today the website for the SPLC is internationally known as a clearing‐house for critical information, and perspectives on, white supremacist and white nationalist groups.Sample syllabus'Sociological Perspectives on Whiteness'Overview of the courseThis course investigates the social construction of race through an exploration of white identity, both theoretically and empirically. It includes an investigation of the historical genesis of white identity, its intersection with political movements and organizations, the relation of whiteness to race, ethnicity, class, gender, nation, and how whiteness is understood in popular culture, and the sociological mechanisms by which it is reproduced, negotiated, and contested.Lecture 1 – Introduction to Race as a Social ConstructionHaney López, Ian F. 1998. 'Chance, Context, and Choice in the Social Construction of Race.' Pp. 9–16 in The Latino/a Condition: A Critical Reader, edited by Richard Delgado and Jean Stefancic. New York, NY: New York University Press.Urciuoli, Bonnie 1996. 'Racialization and Language.' Pp. 15–40 in Exposing Prejudice: Puerto Rican Experiences of Language, Race, and Class. Boulder, CO: Westview Press.Duster, Troy 2001. 'The 'Morphing' Properties of Whiteness.' Pp. 113–133 in The Making and Unmaking of Whiteness, edited by E. B. Rasmussen, E. Klinenberg, I. J. Nexica and M. Wray. Durham, NC: Duke University Press.Lipsitz, George 1998. 'The Possessive Investment in Whiteness.' Pp. 1–23 in The Possessive Investment in Whiteness: How White People Profit from Identity Politics. Philadelphia, PA: Temple University Press.Lecture 4 – The Creation of 'White Ethnics'Jacobson, Matthew Frye 2001. 'Becoming Caucasian: Vicissitudes of Whiteness in American Politics and Culture.'Identities 8(1): 83–104.Roediger, David R. 1994. 'Whiteness and Ethnicity in the History of "White Ethnics" in the United States.' Pp 181–198 in Towards the Abolition of Whiteness. New York, NY: Verso.Sacks, Karen Brodkin 1994. 'How did Jews Become White Folks?' Pp 78–102 in Race, edited by Steven Gregory and Roger Sanjek. New Brunswick, NJ: Rutgers University Press.Roediger, David R. 1999. 'Irish‐American Workers and White Racial Formation in the Antebellum United States.' Pp 133–163 in The Wages of Whiteness: Race and the Making of the American Working Class. New York, NY: Verso.Lecture 6 – Colorlessness and Color‐blindness as a Defense of WhitenessAnsell, Amy E. and James M. Statman 1999. '"I Never Owned Slaves:" The Euro‐American Construction of the Racialized Other.'Research in Politics and Society 6: 151–73.Gallagher, Charles A. 2003. 'Playing the White Ethnic Card: Using Ethnic Identity to Deny Contemporary Racism.' Pp. 145–158 in White Out: The Continuing Significance of Racism, edited by Ashley Doane and Eduardo Bonilla‐Silva. New York, NY: Routledge Press.Bonilla‐Silva, Eduardo. 2003. 'The Central Frames of Color‐Blind Racism.' Pp. 25–52 in Racism Without Racists. New York, NY: Rowman and Littlefield.Lecture 7 – Learning WhitenessConley, Dalton. 2001. 'Universal Freckle, or How I Learned to Be White.' Pp. 25–42 in The Making and Unmaking of Whiteness, edited by Birgit Brander Rasmussen, Eric Klinenberg, Irene J. Nexica, and Matt Wray. Durham, NC: Duke University Press.Giroux, Henry A. 1998. 'Youth, Memory Work, and the Racial Politics of Whiteness.' Pp 123–36 in White Reign: Deploying Whiteness in America, edited by Joe L. Kincheloe, Shirley R. Steinberg, and Nelson M. Rodriguez, and Ronald E. Chennault. New York, NY: St. Martin's Press.Hall, Kim Q. 1999. 'My Father's Flag.' Pp. 29–35 in Whiteness: Feminist Philosophical Reflections, edited by Chris J. Cuomo and Kim Q. Hall. New York, NY: Rowman & Littlefield Publishers, Inc.Williams, Patricia J. 1997. 'The Ethnic Scarring of American Whiteness.' Pp. 253–63 in The House that Race Built: Black Americans, U.S. Terrain, edited by Wahneema Lubiano. New York, NY: Pantheon Books.Lecture 12 – Whiteness in Popular Culture and Everyday LifeDeloria, Philip 1999. Playing Indian. New Haven, CT: Yale University Press.Hughey, Matthew W. 2009. 'Cinethetic Racism: White Redemption and Black Stereotypes in "Magical Negro" Films.'Social Problems 56(3): 543–77.Lott, Eric 1995. Love and Theft: Blackface Minstrelsy and the American Working Class. New York, NY: Oxford University Press.Lecture 13 – White Privilege and the Future of White PeopleHaney López, Ian F. 1998. 'Choosing the Future.' Pp. 404–7 in The Latino/a Condition: A Critical Reader, edited by Richard Delgado and Jean Stefancic. New York, NY: New York University Press.Winant, Howard 2001. 'White Racial Projects.' Pp 97–112 in The Making and Unmaking of Whiteness, edited by Birgit Brander Rasmussen, Eric Klinenberg, Irene J. Nexica, and Matt Wray. Durham, NC: Duke University Press.West, Cornel 1997. 'I'm Ofay, You're Ofay: A Conversation with Noel Ignatiev and William "Upski" Wimsatt.'Transition 73(7): 176–98.Yúdice, George 1995. 'Neither Impugning nor Disavowing Whiteness Does a Viable Politics Make: The Limits of Identity Politics.' Pp. 255–85 in After Political Correctness: The Humanities and Society in the 1990s, edited by Christopher Newfield and Ronald Strickland. Boulder, CO: Westview Press.[The construction of this syllabus is indebted to Bethany Bryson (James Madison University), Wende E. Marshall (University of Virginia), and Jennifer Roth‐Gordon (Brown University)]

More than 100 years have elapsed since the discovery of the Japod necropolises in the Una valley, south of Bihać. The Jezerine and Ribić necropolises were excavated in the late 19th century (K. Kovačević, P. Mirković 1890: 330-337; V. Radimsky 1892: 301-310) and another, smaller necropolis in Golubić was systematically excavated in the 1960s (I. Čremošnik 1956: 126-138; B. Raunig 1968: 81-98). The third necropolis is not dealt with here, since the amber artifacts are identical to those from Jezerine. A total of 553 graves were excavated in Jezerine, of which 228 contained skeletons, 298 cinerary urns, 28 cremated remains without urns, and two containing cinerary urns in which the skull of the deceased was laid over the lid. The pre-Roman and early Roman necropolis in Ribić had only six graves with skeletons, 296 containing cinerary urns, and one containing crematedremains with no urn. V. Radimski (V. Radimsky 1982:301-310; 1893: 37-92; 237-308; 369-466; 575-623) and V. Ćurčić (V.Ćurčić 1898: 625-656) have written about the findings of the excavations of the Japod necropolises in the Una valley, and many archaeologists have been engaged in analyzing the archaeological material. The fullest scientific treatment is that of Z. Marić,dating from the 1960s, (Z. Marić 1968: 5-79) while more recently the issue has been seriously addressed by B. Raunig (B. Raunig 2004), while B. Tessmann deals with the Jezerine burial ground as part of her doctoral thesis with new absolute chronological.There is no doubt that Z. Marić has produced the most complete chronological and cultural definition to date of the archaeological material from these necropolises while, in so doing, stressing that the chronology of the Japod region is a problem not easily solved, given the great many specific features of local significance. Quite simply, Japod material does not readily fit into the formative cultural circles of neighbouring regions, and is characterized by a very pronouncedconservatism, as a result of which some forms survive for a decade or more, or even as much as a century. Despite these remarks by Z. Marić, in this paper we adhere to his relative chronology, while taking a more relaxed position in regard to the absolute chronology, as the author recommends. We have not given a detailed overview of all the archaeological artifactsmade of amber, but have selected those that are typical of certain stages of the burials in the necropolises; these artifacts also vividly illustrate the aesthetic needs and economic strength of the Japod population of the Una valley. By analyzing and tracing these artifacts, century by century, from the distant past right up to the arrival of the Romans in this part of the world, wehave obtained a clear picture of the distinctiveness of the culture, art and religion of the prehistoric world in the Una valley. Japod art is highly diverse in both content and expression, though it belongs almost solely to the applied arts, with the majority of its products consisting of jewellery or associated with clothing (B. Raunig 2004). An overall consideration of the jewelleryin the graves reveals that these are heavy, solid artifacts, even in the case of fine material such as amber: amber beads in necklaces, or combined with bronze in fibulae, have a diameter of 4-5 cm or even more. It can fairly be said that one of the principal features of Japod jewellery is the abundance and diversity of the application of amber. Amber beads, usually leftrough or very simply finished, were used mainly for necklaces and fibulae, but also for bracelets, earrings and pendants. Fibulae were the most common and, for Japod costumes, the most important decorativecum- utilitarian artifacts. This type of jewellery was favoured by the Japods in the Una valley more than anywhere else, and thus came in a wide range of designs;the Japods wore them as part of their folk costume right up to the time they lost their independence, and even in the first century CE, under Roman rule (R. Drechsler-Bižić 1987). The general characteristics of the amber grave offeringsin the Una valley can be reduced to a few basic observations. In the second stage, it was very unusual to find an amber bead or two in cinerary graves, whereas they were quite common in skeletal graves, usually by the head or around the neck, as worn inlife. Since there are other differences between these two basic types of burial, Z. Marić hypothesizes that the skeletal graves belonged to the female members of the local population and the cinerary graves to the male incomers from Pannonia. In stage three, amber features in greater quantities in cinerary graves as well, although skeletal graves still contain much morenumerous and richer artifacts; only in stage four does the ratio of such artifacts become equal between the two types of burials. During stage five, the number of amber artifacts in cinerary graves increases sharply, and it is from this very period, as already noted, that the two most richly equipped graves date, with the remains of incineration and numerous amber artifacts:grave 278 from Jezerine and grave 10 from Ribić (Z.Marić 1968:5-79; B. Raunig 2004). We can only guess at the routes by which amber reached the Japods in the Una valley (N. Negroni- Catacchio 1972: 1-18). The highly decorative dark reddishamber of outstanding quality used to make many of the artifacts found in the graves of the Una valley distinguishes these necropolises from all others of the same period in Europe as a whole. The number of artifacts and, it is fair to say, the coarse workmanship on the amber, suggest that one of the amber routes from the Baltic to the south ran along the Una valley,and that the Japods were intermediaries in the amber trade as well as using these goods. In the 7th century BC this route could have been of major importance, since this was one of the periods of severe cold that rendered the Po valley unsuitable for trade with the distant Baltic region in the north, passing as it did over the Alps, which were impassable, even over thelower passes, during periods of extreme cold. During the 4th century BC the Japods in the Una valley came into direct contact with the Celts, who already dominated the cultural stage in much of Europe. There is no doubt that there was considerable trade between these peoples over a long period, and it would be normal for the Celts to control the amber routes, so thatthis material reached local Japod workshops by way of exchange, in unworked form (A. Palavestra 1988: 205-217; A. Palavestra, V. Krstić 2006). Another type of amber, of poorer quality, translucent and light yellow in colour, from which the triangularand trapezoid beads from the later periods of the necropolises in the Una valley were made, undoubtedly came from a different source from the dark red amber. This type of bead is found in considerable quantities in these necropolises in the 1st century BC, at a time when trade from Hellenistic centres was already widespread. The major centres for the amber trade were then in the northern Black Sea regions (B. Srebrodolski 1984). It is interesting to note that forms of triangular amber beads were known as early as the late Mesolithic in the northern regions of Russia (M. Gimbutas 1985). This form was perhaps dictated bythe actual quality of the raw material from various sites in north-eastern Europe (B. Srebrodolski 1984; A. Palavestra 1993). Finally, it can be said that to confirm, at least in part, these observations on the routes by which amber was imported to the Una valley, a serious and wideranging study of the contemporary cultures would be needed, going well beyond their relationships with their immediate neighbours, along with some more detailed observations of historical facts. Espacially interesting is their relatios with the Celts and Veneto, which for now remains unclear, which directly affects to the different oppinions about ethnic identity Japodes.

This guide accompanies the following article: Patrick Archer and Ryan Orr, 'Class Identification in Review: Past Perspectives and Future Directions', Sociology Compass 5/1 (2011): 104–115, 10.1111/j.1751‐9020.2010.00352.xAuthor's introductionHistorically, sociology has had a contentious relationship with the concept of class. At times, debates over the meaning and importance of class have defined the field. More recently, however, the notable absence or weakness of class identities in class‐oriented research has led many sociologists to abandon class as an organizing concept in society. The response of class loyalists to this class‐less re‐theorization of stratification and inequality has developed along two paths. The first path emphasizes the continued importance of class as an influential force in people's lives, but jettisons any assumptions of subjective class identification. The second path has repackaged class as being hierarchical and relational while downplaying the existence of collective class identification. One consequence of these new developments in class theory has been a movement away from classical class theory and the assumed centrality of collective class identification in this work. The purpose of this article is to reexamine the contributions of classical class theory – particularly that of Marx, Weber, Durkheim, and Veblen – to the debate on collective class identification. Two questions guided this analysis. First, to what extent did Marx, Weber, Durkheim, and Veblen associate class with collective identification? Second, in what ways are the contributions of these theorists relevant to the current debates on class and identification?Author recommendsBottero, Wendy. 2004. 'Class Identities and the Identity of Class.'Sociology 38(5): 985–1003.Wendy Bottero's article Class Identities and the Identity of Class is an excellent review of the current state of class theory, particularly as it concerns class identification. While our article focuses primarily on the contribution of classical theorists to the debate on class and identification, Bottero addresses key contemporary developments to class theory and what they represent for the future meaning of class.Bourdieu, P. 1984. Distinction: A Social Critique of the Judgement of Taste. Cambridge, MA: Harvard University Press.Pierre Bourdieu's Distinction: A Social Critique of the Judgement of Taste offers readers a complex look into class identification. Bourdieu examines class identification as cultural practices and preferences that emerge through taste. On the one hand, taste operates as a method of class identification by actively distinguishing the class position to which one belongs. On the other hand, taste operates as a method of class identification by actively distinguishing class positions to which one does not belong. Bourdieu also argues that the process of (dis)identification transpires primarily on unconscious levels.Durkheim, Émile. 1984 [1893]. The Division of Labor in Society. New York, NY: The Free Press.In The Division of Labor in Society, his first major work, Émile Durkheim examines how social order is possible as small, traditional societies become more advanced and industrialized. It is here that Durkheim develops the concepts of mechanical and organic solidarity and their relation to the division of labor in society. Of particular interest to this article is the Preface to the Second Edition in which Durkheim argued that professional groupings (i.e., occupations), as opposed to class locations, were emerging as important and essential organizers of social identification.Giddens, Anthony. 1971. Capitalism and Modern Social Theory. Cambridge: Cambridge University Press.This book is an excellent resource for students at the undergraduate and graduate level who are engaging with the original writings of Marx, Weber, and Durkheim for the first time. For the first two‐thirds of the book, Giddens analyzes separately each of the theoretical contributions of Marx, Weber, and Durkheim. The concluding chapters consider lines of comparison between the three authors, with particular emphasis on how Durkheim and Weber diverge from Marx. Of particular interest to this article is Giddens' examination of Weber's concepts of class and status (pp. 163–8).Grusky, David B. and Jesper B. Sørensen. 1998. 'Can Class Analysis Be Salvaged?'American Journal of Sociology 103(5): 1187–234.Using what they called a "quasi‐Durkheimian third road," Grusky and Sørensen advocate a disaggregate analysis of social stratification in the form of occupational groupings. Based on a number of premises, the authors argue that occupational groupings, contrary to aggregate class groupings, represent real cleavages among people in society. The result is an important addition to the debate over realist and nominalist approaches to class and identification.Marx, K. and F. Engels. 1964 [1848]. The Communist Manifesto. New York: Washington Square Press.Along with being one of Marx and Engels' most accessible writings for undergraduate students, The Communist Manifesto is the pair's most well‐known collaboration. In the writing, Marx and Engels conceptualize class membership evolving into two general groups. Marx and Engels organize class membership with respect to an individual's relationship to the modes of production. The bourgeoisie own the modes of production whereas the proletarians sell their labor to the owners. Marx and Engels also provide insight into cognitive and emotional aspects of class identification in their discussions of class awareness and conflict between classes.Marx, K. 1993 [1894]. Capital: A Critique of Political Economy, Vol. 3. New York: Penguin Classics.Marx offers readers a discussion of class in Capital: A Critique of Political Economy, Vol. 3. The discussion is incomplete due to his death, but Marx conceptualizes class membership differently compared to the bourgeoisie/proletariat organization in The Communist Manifesto. Marx discusses 'three great classes' of wage‐laborers, capitalists, and landlords before introducing the idea of fragmentation of the classes into smaller groups. The unfinished conceptualization of smaller groups is where the manuscript stops. Subjective dimensions of class in Vol. 3 are not developed, but inferences of identification with class position may be traced to Marx's thoughts about class awareness and class identification.Swartz, D. 1997. Culture and Power: The Sociology of Pierre Bourdieu. Chicago, IL: The University of Chicago Press.As the book's title indicates, David Swartz concentrates on Pierre Bourdieu's examination of the link between culture and power. Focusing on this central theme of Bourdieu's sociology, Swartz gives readers a comprehensive overview of Bourdieu's theoretical framework, including his key concepts of habitus, fields, and capitals (economic, cultural, symbolic, and social). Although discussions of class identification are present throughout the text, chapter seven ('Social Classes and the Struggle for Power') most highlights the topic by focusing on class practices and class position indicators. Swartz's informative discussions represent an excellent starting‐point for learning about Bourdieu's conceptualizations of class and class identity.Veblen, T. 1994 [1899]. The Theory of the Leisure Class. New York: Dover Publications, Inc.Thorstein Veblen' s The Theory of the Leisure Class represents one of the first in‐depth analyses of class identification. Veblen provides a critique of both class identification and general cultural ways of the wealthy in late 19th century America. Although often overlooked, Veblen's focus on the acquisition of status signs as attempts to achieve social superiority captures a Darwinian train of thought. He argues that instinctual desires to dominate other individuals were shaped by industrial American life into largely symbolic battles of consumption. Veblen's attention to the use of consumption practices as status markers, minus the emphasis on instinctual desires, continues to influence contemporary consumer studies.Weber, Max. 1978 [1921/22]. Economy and Society: An Outline of Interpretive Sociology (2 vols.). Berkeley: University of California Press.Max Weber's Economy and Society is exceptionally significant, both in terms of volume and contribution to the field of sociology. Unfortunately, this work was incomplete at the time of Weber's death in 1920. Weber touches on many subjects in Economy and Society, including his view on sociology and the concept of social action, which anchors much of his work. For a firsthand account of Weber's contentious definitions of class and status see the sections "Status Groups and Classes" (1978 [1921/22], pp. 302–7) and "The Distribution of Power within the Political Community: Class, Status, and Party" (1978 [1921/22], pp. 926–39).Sample syllabusSection one: Exploring class identification: understandings, significance, and debatesBeck, U. and J. Willms. 2004. Conversations with Ulrich Beck. Cambridge: Polity Press.Pakulski, J. and M. Waters. 1996. The Death of Class. London: Sage.Reay, D. 1998. 'Rethinking Social Class: Qualitative Perspectives on Class and Gender.'Sociology 32(2): 259–75.Reay, D. 2005. 'Beyond Consciousness? The Psychic Landscape of Class.'Sociology 39(5): 911–28.Section two: Class identification and classical theoryGiddens, Anthony. 1971. Capitalism and Modern Social Theory. Cambridge: Cambridge University Press.Marx, K. 1978 [1932]. 'The German Ideology: Part I.' Pp. 146–200 in The Marx‐Engels Reader, 2nd edn, edited by R. C. Tucker. New York: W.W. Norton & Company.Marx, K. 1993 [1894]. Capital: A Critique of Political Economy, Vol. 3. New York: Penguin Classics. (Chapter 52)Marx, K. and F. Engels 1964 [1848]. The Communist Manifesto. New York: Washington Square Press.Weber, M. 1978 [1921/1922]. Economy and Society: An Outline of Interpretive Sociology (2 vols.). Berkeley: University of California Press.Durkheim, E. 1984 [1893]. The Division of Labor in Society. New York: The Free Press.Veblen, T. 1994 [1899]. The Theory of the Leisure Class. New York: Dover Publications, Inc.Section three: Class identification and contemporary theoryLukács, G. 1971 [1922]. History of Class Consciousness: Studies in Marxist Dialectics. Cambridge, MA: MIT Press.Wright, E. O. 1997. Class Counts: Comparative Studies in Class Analysis. Cambridge: Cambridge University Press.Bourdieu, P. 1984. Distinction: A Social Critique of the Judgement of Taste. Cambridge, MA: Harvard University Press. (Introduction, Chapters 1, 2, 5, and 6.)Swartz, D. 1997. Culture and Power: The Sociology of Pierre Bourdieu. Chicago, IL: The University of Chicago Press. (Chapter 7)Baudrillard, J. 1981. For a Critique of the Political Economy of the Sign. St. Louis MO: Telos. (Chapters 1, 2, 6, 7, and 11)Grusky, David B. and Jesper B. Sørensen. 1998. 'Can Class Analysis Be Salvaged?'American Journal of Sociology 103(5): 1187–234.Section four: Class identification and future directionsBottero, Wendy. 2004. 'Class Identities and the Identity of Class.'Sociology 38(5): 985–1003.Skeggs, B. 1997. Formations of Class and Gender. London: Sage.Lockwood, D. 1996. 'Civic Integration and Class Formation.'British Journal of Sociology 47(3): 531–50.Savage, M., G. Bagnall and B. Longhurst. 2001. 'Ordinary, Ambivalent and Defensive: Class Identities in the Northwest of England.'Sociology 35(4): 875–92.Assignment ideas1. Class Identification: Themes and Debates
 Using Section One's readings, highlight three different debates with respect to contemporary views on the significance of class identification. For instance, do scholars believe social class has a strong influence on individual identity? In highlighting the debates, explain all positions and the points of disagreement.
2. Comparing and Contrasting Classical Theoretical Views
 Provide summaries of each classical theorist's conceptualization of class identification. Summaries must include discussions of the theorists' understandings of class identification (What is the theorist's understanding of class identification) and discussions of the theorists' explanations of their understandings (How does the theorist explain his understanding of class identification?)
 Provide four similarities among the theorists' conceptualizations.
 Provide four differences among the theorists' conceptualizations.
3. Continuations and New Developments of class identity
 Select three contemporary theorists. For the theorists, provide summaries of their conceptualizations of class identification.
 Discuss how each theorist continues tradition(s) of classical theoretical conceptualizations of class identification.
 Discuss how each theorist provides new understandings of class identifications.
4. Envisioning Future Directions and Revisiting Current Debates
 Using both your personal thoughts and previously examined ideas, revisit two debates on the contemporary significance of class identification. In addition, discuss three potential directions of class identification scholarship, and explain how the potential future directions relate to past viewpoints on class identification.

Author's introductionAlthough there has been a considerable body of research on families and family life in general, relatively little attention has been paid to family leisure, family time, and the role that leisure activities play within the family context. Evidence of increased time stress within families suggests that family time may be highly constrained. However, this situation may also have led to family time becoming increasingly desired and valued. Family leisure is deemed to be beneficial for families in a number of ways, because it provides a context for enhancing family relationships and strengthening family ties. Family leisure can also be seen to reflect and contribute to new and emerging ideologies about motherhood and fatherhood, with both positive and negative implications for parents and for families.Author recommends Daly, Kerry J. Families and Time: Keeping Pace in a Hurried Culture (Thousand Oaks, CA: Sage Publications, 1996).This classic work shows the importance of understanding the concept of time and how families use time and allocate time to a wide range of activities. The author discusses how the experience of time within families has changed throughout history and how perspectives of time are profoundly influenced by socio‐cultural factors. Parents today, it is argued, are caught between an increasingly 'hurried culture' and their own desire to protect family time. Control over time allocation is seen as a crucial, but challenging, aspect of family life. Samuel, Nicole (ed.). Women, Leisure and the Family: A Multinational Perspective (Wallingford, UK: CAB International, 1996).This book was one of the first to address the complex issue of family leisure. Moreover, its international perspective brings together research on this topic from different parts of the world, providing comparisons between countries in a variety of socio‐economic situations. The focus of the text is on women, highlighting the significant role that mothers play in facilitating family activities and the importance of family leisure to women. The constraints on women's personal leisure due to traditional ideologies and gender relations are also discussed, as well as the potential for leisure as a source of empowerment and autonomy. Kay, Tess (ed.). Special Issue of the Leisure Studies Journal: Fathering through Leisure (Milton Park, UK: Routledge, 2006).This volume is a collection of academic papers on leisure and fatherhood. Because much of the early research on family leisure focussed on women and mothers, this special journal issue represents a more inclusive gender analysis of this form of leisure. The collection of papers addresses a range of issues associated with fatherhood and leisure, including leisure as a context for fathering, changing ideologies of fatherhood, and how family leisure is practiced and experienced in different family situations. Hays, Sharon. The Cultural Contradictions of Motherhood (New Haven, CT: Yale University Press, 1996).This is a widely acclaimed book that addresses the tensions and strains of contemporary motherhood. The author draws on a variety of sources, including historical data about mothering, analysis of the advice provided in recent childrearing manuals and in‐depth interviews with mothers of young children. She argues that the contemporary model of appropriate mothering reflects an ideology of 'intensive motherhood' in which mothers are expected to be both tireless and unselfish in their constant dedication to caring for their children. This situation creates considerable difficulties and ambivalences for women – particularly employed mothers – as they seek to live up to the unrealistic expectations of modern‐day motherhood. Marsiglio, William, Greer Fox, and Kevin Roy (eds). Situated Fathering: A Focus on Physical and Social Spaces (Lanham, MD: Rowman & Littlefield Publishers, Inc., 2005).This edited book reflects recent scholarship on fathering and fatherhood. Bringing together theory and data from different disciplinary perspectives, the volume provides insight into the diversity of meanings and experiences of fatherhood in contemporary society, as well as discussion of the father–child relationship and men's behaviour as fathers. Different fathering contexts are explored, including step‐fatherhood, non‐residential fathers, incarcerated fathers, and farm fathers. The volume extends earlier scholarship about men's involvement with their children, men's identities as fathers, and how fathering practices relate to cultural prescriptions of masculinity. Gatrell, Caroline. Hard Labour: The Sociology of Parenthood (Maidenhead, UK: Open University Press, 2005).This Open University Press book provides an excellent overview of the literature on motherhood, fatherhood, and family practices. It also reports on a study of the lives of mothers and fathers, all of whom were combining parenthood with careers. Particular attention is paid to mothers' and fathers' commitments to child care and child rearing as well as their commitments to the workplace. The book focuses on the willingness of parents to share the tasks associated with care‐giving and household labour. Although willingness to share is evident, the author argues that a change in societal attitudes towards equitable parenting is needed, as well as a collective sense of responsibility and support for parents and families. Bianchi, Suzanne, Lynne M. Casper, and Rosalind Berkowitz King (eds). Work, Family, Health, and Well‐Being (Mahwah, NJ: Lawrence Erlbaum Associates, 2005).This edited book includes a range of disciplinary perspectives on the study of work and family. It includes information on how families allocate time, the difficulties of managing family life and family time in the 24/7 economy, and 'workforce–workplace mismatch'. The particular challenges that face low‐income families and those who have to negotiate non‐standard work hours are addressed. The focus of the book is on health, including the well‐being of children, parents, and the family as a whole. The need for improved work and family‐related policies that would enhance family life and family well‐being is discussed.Online materials http://www.ifamily.ca/about/about.html The Vanier Institute of the Family is a national Canadian charitable organization dedicated to promoting the well‐being of all types and forms of families. Through access to a range of publications, reports, and links to statistical data, the website provides information and discussion on important issues and trends critical to the health and well‐being of families. The Institute is also involved in research, advocacy and educational work related to social and institutional policies that affect family life in a variety of ways. http://www.yorku.ca/arm/ The Association for Research on Mothering (ARM) promotes feminist scholarship on mothering and motherhood. It is also the home of Dementer Press and the Journal of the Association for Research on Mothering. The website provides information about journal articles and book publications, as well as upcoming conferences and other events. In addition to research promotion, ARM is also an outreach organization. It supports a mothers' group (Mother Outlaws) based in Toronto, a newsletter and various knowledge mobilization projects. Links to all these activities can be found on the website. http://www.fira.ca/ The Fatherhood Involvement Research Alliance comprises individuals, organizations and institutions dedicated to the development of and sharing of knowledge about fatherhood and fathering. It aims to build community–university alliances through providing linkages of communication between practitioners, academics, policy makers and the general public related to concerns and issues associated with father involvement. The website provides information on new research, as well as upcoming conferences, workshops, colloquiums, and other activities. http://www.childstats.gov/ This is the website of the US Federal Interagency Forum on Child and Family Statistics. The Forum collects data on a range of issues related to children and families and regularly provides updated statistics and reports on topics such as health care, safety, education and the social environment. The Forum's annual report, America's Children: Key National Indicators of Well‐Being can be found at the website. http://www.academyofleisuresciences.org/index.html This is the website of the Academy of Leisure Sciences, an honorary organization made up of academics who have been elected to the Academy in recognition of their contributions to knowledge about leisure and recreation. The website lists the areas of expertise and research interests of the members of the Academy as well as information about books and journal article publications. http://www.leisure‐studies‐association.info/ The UK‐based Leisure Studies Association (LSA) was formed in 1975 to promote interest and foster research in leisure studies and to advance education in this field. The Association facilitates the exchange of ideas on contemporary leisure issues and provides a communication forum for practitioners and students and researchers from a variety of disciplines. The website provides information about LSA conferences and publications, including the Leisure Studies journal.Sample syllabusFamilies and family life Section 1: A brief introduction to the study of families

Families in historical perspective
Socio‐cultural perspectives on families
Diversity in family forms, settings, and meanings

Section 2: Using theory to understand family life

The Parsonian family
The family as a social system
Class and gender dimensions of families
Constructed families

Section 3: Motherhood and fatherhood

The cultural underpinnings of parenthood
Changing ideologies and discourses of motherhood and fatherhood
The expectations and contexts of contemporary parenthood

Section 4: The intersection of work and family

Work–family conflict
The impact of parenthood on paid and unpaid work
Gender equity and the division of household labour
Work structures, labour policies and family policies

Section 5: Family time

Assessing family time use
Time‐crunched families
The purposive nature of family time and family leisure
Divergent experiences and outcomes of family time
Motherhood, fatherhood, and leisure

ReadingsBianchi, Suzanne M., and Sara B. Raley 2005. 'Time allocation in families.' Pp. 21–42 in Work, Family, Health, and Well‐Being, edited by Suzanne M. Bianchi, Lynne M. Casper and Rosalind Berkowitz King. Mahwah, NJ: Lawrence Erlbaum Associates.Craig, Lynn 2006. 'Children and the Revolution: A Time–Diary Analysis of the Impact of Motherhood on Daily Workload.'Journal of Sociology 42: 125–143.Kay, Tess 1998. 'Having it All or Doing it All? The Construction of Women's Lifestyles in Time‐Crunched Households.'Loisir et Société21: 435–454.Daly, Kerry J. 1996. 'Time Together: The Social Construction of Family Time.' Pp. 66–84 in Families and Time: Keeping Pace in a Hurried Culture, by Kerry J. Daly. Thousand Oaks, CA: Sage Publications.Harrington, Maureen 2006. 'Family Leisure.' Pp. 417–432 in A Handbook of Leisure Studies, edited by Chris Rojek, Susan M. Shaw and A. J. (Tony) Veal. Basingstoke, UK: Palgrave Macmillan.Zabriskie, Ramon B. and Brian P. McCormick 2001. 'The Influences of Family Leisure Patterns on Perceptions of Family Functioning.'Family Relations 50: 281–289.Shaw, Susan M. 2008. 'Family Leisure and Changing Ideologies of Parenthood.'Sociology Compass: http://www.blackwell‐synergy.com/doi/abs/10.1111/j.1751‐9020.2007.00076.xCoakley, Jay 2006. 'The Good Father: Parental Expectations and Youth Sports.'Leisure Studies 25: 153–163. Section 6: Families, health, and well‐being

Time use, time stress, and health
Taking control of family time
Toward the development of health‐focussed family policies

Focus questions

What is meant by the terms 'family time' and 'family leisure'? How are these terms used in popular discourse (i.e., in the media or in everyday conversations)? How are these terms used in the research literature?
What are the challenges that researchers face in assessing and/or measuring time use, family time and family leisure? What factors need to be taken into account? (e.g., the nature or meaning of an activity? the location? the social context?)
What is the evidence for increasing time stress in contemporary families? What are the causes and consequences of time‐stressed families?
What do researchers mean by the term 'ideology'? In what ways does this concept help us to understand the experiences and practices of parenthood? What are the contemporary ideologies of motherhood and fatherhood?
How significant is family leisure for families today? What are the potential benefits of family leisure? What are the potential negative aspects? What are the relationships between family leisure, family time and ideologies of motherhood and fatherhood? In what ways do family leisure practices reinforce and/or resist these ideologies?

The relevance of the research. The musical work of the well-known Ukrainian composer, a bright representative of the Kharkiv school of composers — Yurii Alzhniev — is widely known and respected in the modern musical culture of Ukraine. The artist is the author of a large number of large-scale and small-scale works for symphony and chamber orchestras, orchestra and ensemble of folk instruments, a significant number of choral, vocal, vocal-symphonic works, theatre music, separate compositions for various instruments and instrumental ensembles, etc. Today, the most significant samples of Yurii Alzhniev's works are deservedly within the scope of scientific and research attention of domestic musicologists. After all, these works are now increasingly being performed by leading Ukrainian groups and soloists, on concert stages in various regions of Ukraine and abroad. At the same time, many bright musical compositions of the artist, which were created by him in recent years and represent a high artistic value, remain out of research attention. One of such opuses in Yurii Alzhniev's creative portfolio is the choral concert "The sound of the Master's soul..." for a mixed unaccompanied choir, in which national features of Ukrainian traditional choral singing and original author's decisions regarding the organization of the compositional structure and stylistic filling of the work are skilfully and highly artistically interwoven.
The purpose of this article is to identify the compositional and genre-stylistic features of Yuri Alzhnev's choral concert "The sound of the Master's soul..." for a mixed a capella choir, through a musico-logical analysis of this work.
At the heart of the methodology of the work are the methods and techniques of musicological analysis used in theoretical musicology. In particular, this is a method of complex analysis, which is used in the implementation of a holistic analysis of a selected piece of music, as well as separate theoretical methods: genre and style analysis, analysis of musical form, intonation analysis, analysis of elements of musical language. In addition, systematic and system-forming methods, the method of comparative analysis, methods of systematization, synthesis, and generalization are involved in the work methodology.
The results obtained in the course of achieving the goals in this article are focused on revealing the compositional and genre-stylistic features of the choral concert "The sound of the Master's soul..." for a mixed a capella choir, through the musicological analysis of this work.
The novelty of the work lies in the fact that the choral work of the famous Ukrainian composer Yuriy Alzhnev in recent years has found its musicological interpretation for the first time in the form of his choral concert "The soul calls for an owner..." The genre-stylistic and compositional specifics of this work are defined, the authorial approaches to the realization of this composition in the outlined aspects are summarized.
The practical significance of the performed musicological analysis of the selected work lies in the possibility of using it in the study of the musical work of modern Ukrainian composers, disciplines related to musical composition and choral art, as well as a musicological supplement to the use of this music in concert performance practice.
Conclusions. Turning to the creation of his choral concert "The soul calls for an owner..." Yurii Alzhniev chose this genre typical for choral music, relying mostly on a complex of traditional means and canons. At the same time, he created a rather interesting and individualized musical drama in this work, in which he skilfully used and expanded the possibilities of a simple verse form, integrating features of the three-part and rondo forms into it. In terms of style, the composer, once again, significantly enriches the relatively traditional musical presentation of the concert, "decorating" it with intonation freshness, interesting textural and compositional solutions, "spiciness" of harmonic language, etc. At the same time, the intonation basis of the work radiates its deep national character and belonging to the Ukrainian choral tradition. This is the essence of the authorial musical and linguistic specificity and the originality of Yurii Alzhniev's choral style, which was deeply and vividly manifested in the choral concert "The soul calls for an owner...".

В статье рассматривается необходимость поиска новых ориентиров переосмысления содержания деятельности университета с позиции наметившихся современных тенденций в условиях значительной трансформации международных отношений и социально-экономического развития общества. Особое внимание уделяется определению тенденций интеллектуализации университета как интеллектуальной корпорации, ориентированной на запросы человека, общества и государства в целом. Автор обращает внимание на преемственность идей гуманизма мыслителей, просветителей, педагогов и ученых в системе образования, сохранение и развитие педагогической мысли посредством научных школ. В статье рассматривается историко-педагогическое наследие с точки зрения научного наставничества в современном образовании как эффективного способа передачи учеными, наставниками опыта, культуры, знаний своим ученикам в процессе создания продуктов научного поиска. Методологической основой исследования явился принцип социальной ориентации, гарантирующий эффективное развитие направлений деятельности университета как интеллектуальной социально ориентированной корпорации и опирающийся на идеи социообразности. В ходе исследования использованы общетеоретические (ретроспективный анализ и систематизация материалов научной литературы по данной проблеме) и практические методы (анализ стратегий развития вузов, нормативно-правовой базы, деятельности научных наставников в формате научных школ). Научная новизна исследования заключается в выявлении современных тенденций интеллектуализации университета как социально ориентированной интеллектуальной корпорации, каковыми являются: – запрос социально ориентированного государства на видение университета как интеллектуальной социально ориентированной образовательной корпорации; – усиление фундаментального характера высшего образования; – сохранение позиции высшего образования, исходя из его полезности и перспективности в развитии высокотехнологичного производства на благо человека и общества; – возрастание роли научных школ и научного наставничества в подготовке молодых научно-педагогических кадров и наращивании интеллектуального потенциала университета. Анализ выявленных современных тенденций интеллектуализации высшей школы позволил выделить ряд направлений деятельности университета, на которые необходимо обратить внимание при разработке, корректировке и реализации стратегий развития вузов. Материалы данного исследования будут полезны преподавателям, руководителям вузов, а также ученым, соискателям, аспирантам.
The article considers the need to find new guidelines for rethinking the content of university activities from the perspective of emerging modern trends in the conditions of significant transformation of international relations and socio-economic development of society. The author pays special attention to the definition of trends of intellectualization of the university as an intellectual corporation, oriented to the needs of the individual, society and the state as a whole. The author draws attention to the continuity of the ideas of humanism of thinkers, educators, teachers and scientists in the education system, preservation and development of pedagogical thought and education through scientific schools. The article considers the historical and pedagogical heritage from the point of view of scientific mentoring in modern education as an effective way for scientists, mentors to transfer experience, culture, knowledge to their students in the process of creating products of scientific research. The methodological basis of the study was the principle of social orientation, which guarantees the effective development of university activities as an intellectual socially-oriented corporation and is based on the ideas of socioeducation. The research used general theoretical (retrospective analysis and systematization of scientific literature on this problem) and practical methods (analysis of university development strategies, regulatory and legal framework, activities of scientific mentors in the format of scientific schools). The scientific novelty of the research lies in the identification of modern trends of intellectualization of the university as a socially oriented intellectual corporation: - the request of a socially oriented state for the vision of the university as an intellectual socially oriented educational corporation; - strengthening the fundamental nature of higher education; - maintaining the position of higher education, based on its usefulness and prospects; - training of scientific and pedagogical personnel in the process of continuous research activities in the format of scientific schools. The analysis of the identified modern trends of intellectualization of higher education allowed us to identify a number of directions of university activities, which should be paid attention to in the development, adjustment and implementation of university development strategies. The materials of this study will be useful for teachers, heads of universities, as well as scientists, applicants, post-graduate students.

В статье приведены сведения об истории происхождения и сущности Тотального диктанта как одного из средств привлечения внимания разных категорий населения к грамотности на русском языке, а через него – к русской этнокультуре. В нынешних условиях глобализации и цифровизации понижение интереса населения к письменной культуре во многом вызвано тем, что живое общение, устный счет, чтение, каллиграфическое письмо вытесняются телевизором, персональными компьютерами, смартфонами и другими современными техническими средствами общения. Соответственно не всегда соблюдаются правила письменной речи, что косвенно отражается на престижности русского языка, ставшего за годы советской власти ресурсом межнационального общения. Одним из средств, способствующих оживлению интереса к русскому языку, стал Тотальный диктант, которому положили начало энтузиасты-филологи Новосибирского государственного университета. Этот вуз стал методическим и координирующим центром акции, со временем ставшей всероссийской и международной. Система мероприятий по диктанту включает такие направления, как выбор текста из произведений современных литераторов, организация семинаров для преподавателей-«диктаторов», подбор и рассылка материалов для подготовительных курсов, проведение диктанта, подведение итогов, анализ ошибок, награждение победителей, пропаганда подобных мероприятий по привлечению внимания населения к русскому языку и русской этнокультуре. Для иностранцев была подготовлена особая версия проекта – тест TruD. В дни коронавирусной пандемии была разработана система проведения диктанта и проверки грамотности в онлайн-формате. Просветительская бесплатная акция в форме добровольного диктанта стала крупномасштабным проектом в борьбе за всеобщую грамотность. Сейчас это не одноактное действие, а образовательные посты, курсы, лекции, семинары вебинары и т. д. Анализ типичных ошибок пишущих Тотальный диктант способствует побуждению интереса к русскому языку, русскому народу, русской этнокультуре, формированию толерантности, взаимопонимания и взаимосближения народов, особенно в условиях конфронтации и поляризации общества, вооруженных конфликтов на «горячих точках». Подобные диктанты проводятся также на европейских языках и на языках нерусских народов многонациональной России. В Чувашии они проводятся преимущественно на этнопедагогические темы.
The article provides information about the origin and essence of the Total Dictation as a means of attracting the attention of different categories of the population to literacy in the Russian language, and through it to the Russian ethnoculture. In the context of globalization and digitalization, the decline in public interest in written culture is largely due to the fact that live communication, oral counting,reading, calligraphic writing are being replaced by television, personal computers, smartphones and other modern technical means of communication. Accordingly, the rules of written speech are not always observed, which indirectly affects the prestige of the Russian language, which became a means of interethnic communication during the Soviet years. One of the means contributing to the revival of interest in the Russian language are Total Dictations which were initiated by enthusiastic philologists of Novosibirsk State University. This university became a methodological and coordinating center of the event, which eventually became all-Russian and international The system of events for dictation includes such areas as the selection of a text from the works of modern writers, the organization of seminars for teachers who carry out the dictation, the selection and distribution of materials for preparatory courses, conducting a dictation, summing up the results, analyzing mistakes, awarding the winners, promoting such events to attract the attention of the population to the Russian language and Russian ethnoculture. A special version of TruD was prepared for foreigners. During the coronavirus pandemic, an online system for conducting dictation and checking literacy was developed. Educational free action in the form of a voluntary dictation became a large-scale project in the struggle for universal literacy. Now it includes educational posts, courses, lectures, seminars, webinars, etc. Analysis of typical mistakes of those writing the total dictation contributes to the motivation for interest in the Russian language, Russian people, Russian ethnoculture, the formation of tolerance, mutual understanding and mutual rapprochement of peoples, especially in conditions of confrontation and polarization of society. Similar dictations are held in European languages and in the languages of non-Russian peoples of multinational Russia. In Chuvashia, they are held mainly on ethnopedagogical topics.