Notes from C.S.:
Hall (1986) demonstrates the ever-changing and non-static nature of identity through his examples that showcase the evolution of the power of popular culture which intercedes with the culture of state power, as exhibited in examples from Britain, and with inspiration from Gramsci’s views on hegemony.
Hall (1986) brings examples that relate to the culture of reading as well as of the press and broadcasting, all the while observing the influence of the authority on setting the periphery for public communication. His account indicates that while the materialization of ‘freedom’ in communication may, and probably does, insinuate the right of expression for ‘all,’ yet the boundaries that had been set for that ‘right’ were based on assumptions that had already been set by dominant structures. While shifts and changes do and have happened historically with the aim for inclusivity and more tolerance towards other previously-dismissed classes, the boundaries, nevertheless, still remain the same: the limitations had been sustained beforehand by the dominant structures. In other words, authority may become modernized, perhaps popularized, but it essentially remains as what it is: authority. And this authority mixes the national with the cultural while withstanding the dominant structures and maintaining, in essence, the ideological framework and the “basic structure of social relations, the existing dispositions of wealth, power, influence, prestige, on whose foundations it ultimately rests” (Hall, 1986, p. 46).
A lot here demonstrates the importance of culture as a defining force that brings about meaning to life, and sets the parameters for how to practice, and, basically, how to live life, as the result of setting the meaning.
However ‘popular culture’ is defined, it, too, functions within an institutional system which sets its limits; restraining and regulating it in some form or another. Albeit the independent-seeming nature of cultural identities, they, too, reinforce the power relations within institutional boundaries that set their limits, as exemplified in matters such as education, work, and leisure (Hall & Jefferson, 1976).