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![NCERT solutions for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ chapter 4 - Culture and Socialisation NCERT solutions for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ chapter 4 - Culture and Socialisation - Shaalaa.com](/images/introducing-sociology-english-class-11_6:c1e64a4ea35146fdad49bed05943d4e8.jpg)
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Solutions for Chapter 4: Culture and Socialisation
Below listed, you can find solutions for Chapter 4 of CBSE NCERT for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११.
NCERT solutions for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ 4 Culture and Socialisation Activity [Pages 63 - 78]
How do you greet another person in your ‘culture’? Do you greet different kinds of persons (friends, older relatives, the other gender, people from other groups) differently? Discuss any awkward experience you may have had when you did not know how you should greet a person. Is that because you did not share a common ‘culture’? But next time round you will know what to do. Your cultural knowledge thereby expands and rearranges itself.
Find out from at least one region other than your own how natural environment affects food habits, patterns of dwelling, clothing and the ways in which God or gods are worshipped.
Identify equivalents in Indian languages for the word culture. What associations do these carry?
Compare these definitions to see which of these (or combination of these) you find most satisfactory. You could do this by listing familiar uses of the word ‘culture’ (the culture of eighteenth century Lucknow, the culture of hospitality or the much used term ‘Western culture’...). Which of the definitions best captures the impressions conveyed by each?
Are you aware of any sub-cultural group in your locality? How are you able to identify them?
Notice the words in the box. Have you heard or used these words in your conversations?
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‘Hinglish’ may soon conquer the world Some of the Hinglish words in vogue include airdash (travel by air), chaddis (underpants), chai (Indian tea), crore (10 million), dacoit (thief), desi (local), dicky (boot), gora (white person), jungli (uncouth), lakh (100,000), lampat (thug), optical (spectacles), prepone (bring forward), stepney (spare tyre) and would-be (fiancé or fiancée). Hinglish contains many words and phrases that Britons or Americans may not easily understand, according to a report... Some are archaic, relics of the Raj, such as ‘pukka’. Others are newly coined, such as ‘time-pass’, meaning an activity that helps kill time. India’s success in attracting business has recently produced a new verb. Those whose jobs are outsourced to India are said to have been ‘Bangalored’. |
Suggest ways in which the child of a domestic worker would feel herself different from the child whose family her mother works for. Also, what are the things they might share or exchange?
To start with the obvious, one would have more money spent on clothes, the other might wear more bangles…
They might have watched the same serials, heard the same film songs… they might pick up different kinds of slang from each other…
Now you are left to follow up the difficult areas, like the sense of security within the family, the neighbourhood and on the street...
The presence or absence of which of the items below do you think would affect you most as an individual?
(possessions) television set/music system …
(space) a room of your own…
(time) having to balance school with household or other work…
(opportunities) travel, music classes…
(people around you)
Reflect on your own experience. Compare your interaction with friends to that of your parents and other elders. What is different? Does the earlier discussion on roles and status help you understand the difference?
You might want to explore how people relate to serials set in surroundings unlike their own. Or if children are watching television with their grandparents, are there disagreements about which programmes are worth watching, and if so, what differences in viewpoint emerge? Are these differences gradually modified?
We have completed four chapters. Read the text carefully and discuss the following themes:
- The relation between individual and society in the girl’s rebellion against grown-ups.
- How the normative dimensions of culture are different in town and village?
- The question of ascribed status in that the priest’s daughter is permitted to touch.
- Conflict between socialising agencies for example in the text note: “thankful none of her school friends could see her like this”. Can you find any other sentence that illustrates this?
- Gendered = combing hair + escort + not playing football
- Punishment = “tight-lipped silence” + conspicuous absence of pappadams
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An unusual sense of excitement pervaded her visit to the temple this evening. There had been an argument over lunch, between her and the grown-ups, when she had announced her decision to ring the bell in front of the sanctuary. ‘If Thangam can ring it, so can I,’ she debated hotly. They protested in shocked voices. ‘Thangam is the daughter of the temple priest, she is permitted to touch the bell.’ She responded angrily that Thangam came over to play hide-and-seek every afternoon and behaved no differently from any of them. ‘Besides,’ she added, goading them deliberately, ‘we are equal in the eyes of god.’ She was not quite sure whether they had heard this bit, for they had already turned away in disgust. But, after lunch, she caught them whispering about ‘that horrid English school she goes to,’ which meant that they had heard… She was sure they had not taken her seriously. That was the trouble with grown-ups: they always presumed that if they told her that she would understand everything when she was older, she would accept their wisdom and authority unquestioningly and not dream of going against them. Oh well, she would show them, this time... Back again at the house, she had to endure the intensely uncomfortable ritual of hairdressing. Her grandmother soothed her hair with what felt like a whole jar of oil, separated each shining strand till it hung limp and straight and lifeless down her back, then tied it up in a tight, skin stretching knot on the top of her head. She was thankful none of her school friends could see her like this.… Why wouldn’t they understand how ridiculous she felt, being escorted…She had reminded her mother many times that she walked alone to school everyday when they were back in town… [S]he noticed that the football game had already begun on the courtyard beside the temple of Krishna. She enjoyed watching the players, particularly since her obvious delight in the vigour of the game, and in the raucously voiced comments irritated Kelu Nair profoundly.… She came hurriedly upon the crowded main sanctuary... Before she could regret her decision or go back upon it, she elbowed herself quickly through the circle of women, nearly floundering on the slippery steps. The sight of the big bell above her touched her with a heady excitement. She could distinguish Kelu Nair’s frantically whispered threats, but she reached up, rang the bell with one resounding clang and was down the steps before she realised what was happening. Dimly she was aware of dark looks and subdued murmurs pursuing her as she permitted Kelu Nair to drag her away... She was in dire disgrace. Their tight-lipped silence was infinitely more eloquent than speech, as was the conspicuous absence of her favourite tiny pappadams at dinner... (From The Bell, by Gita Krishnakutty) |
NCERT solutions for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ 4 Culture and Socialisation Exercise [Page 80]
How does the understanding of culture in social science differ from the everyday use of the word `culture’?
How can we demonstrate that the different dimensions of culture comprise a whole?
Compare two cultures with which you are familiar. Is it difficult not to be ethnocentric?
Discuss two different approaches to studying cultural change.
Is cosmopolitanism something you associate with modernity? Observe and give examples of ethnocentrism.
What in your mind is the most effective agent of socialisation for your generation? How do you think it was different before?
Solutions for 4: Culture and Socialisation
![NCERT solutions for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ chapter 4 - Culture and Socialisation NCERT solutions for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ chapter 4 - Culture and Socialisation - Shaalaa.com](/images/introducing-sociology-english-class-11_6:c1e64a4ea35146fdad49bed05943d4e8.jpg)
NCERT solutions for इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ chapter 4 - Culture and Socialisation
Shaalaa.com has the CBSE Mathematics इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ CBSE solutions in a manner that help students grasp basic concepts better and faster. The detailed, step-by-step solutions will help you understand the concepts better and clarify any confusion. NCERT solutions for Mathematics इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ CBSE 4 (Culture and Socialisation) include all questions with answers and detailed explanations. This will clear students' doubts about questions and improve their application skills while preparing for board exams.
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Concepts covered in इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ chapter 4 Culture and Socialisation are Culture and Socialisation, Diverse Settings, Different Cultures, Socialisation.
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Get the free view of Chapter 4, Culture and Socialisation इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ additional questions for Mathematics इन्ट्रोडूसिंग सॉसीओलॉजी [इंग्रजी] इयत्ता ११ CBSE, and you can use Shaalaa.com to keep it handy for your exam preparation.
