Telling the Code

Wieder’s ‘Telling the code’ examines the convict code amongst rehabilitation inmates, which effectively organises the deviant behavior that they engage in. Essentially the convict code is a set of guidelines that govern the values and beliefs of the inmates’, resulting in a unification and solidarity alliance between the inmates. Abiding by a code, be it spoken or unspoken is perceived to be mutual resistance in order for survival against the oppression of systems and authority figures.

The book entitled ‘Jocks and Burnouts’ by Eckert explores social organization amongst adolescents in the high school setting. Eckert exemplifies how adolescents develop social organization by forming social identities and a sense of structure external to their family body. In order to assemble into a social hierarchy, adolescents typically employ social symbols in the form of dress, territory, cars, language and music to mark social differentiation amongst their developing social structures. Through the expression of identity using social symbols, adolescents form alliances with those displaying parallel or similar social identity and form communal resistance amongst other social groups that may hinder the wellbeing of their own. For examples “gothics” that are stereotypically attired in black obnoxious attire may resist or be excluded from the social alliances made between “jocks and cheerleaders”.

Eckert relates to Wieder’s “Telling the Code”, by typifying the specific code of conduct that is present amongst different adolescent social groups. In order to be included into a particular social category, guidelines tend to be adhered to, be them spoken or unspoken and in the form of social symbols, to ensure individual survival avoid social exclusion in the high school setting.

Eckert P. 1989, Jocks and Burnouts: Social Categories and Identity in the High School, Teachers College Press. London, UK, accessed 5/09/12

Wieder, L, 1974, 'Telling the code', in R Turner (ed), Ethnomethodology: Selected Readings , Pengiun Education, Harmondsworth, pp144-172