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14.3: CONSTITUTING SOCIAL REALITY

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    5233
  • [ "article:topic", "Performativity" ]

    In many cases, performances produce social realities. Imagine, for example, a political protest song that moves people to action, resulting in overthrow of a government regime. Similarly, performance can provide people with a template for action. For instance, people may model their relationships after ones they observe on television, and famous quotations from films get absorbed into everyday use and language. However, some performances stand out as more likely to shape social reality than others.

    Performativity

    Many performances are accomplished without words—mime and dance are two obvious examples. Often, though, language is used instrumentally to accomplish a specific task. Many utterances are simply descriptive (e.g., “that was a great concert!”) while others are actions that bring about an outcome by virtue of being spoken. To distinguish between utterances that do something and those that merely describe, linguist J. L. Austin coined the term performativity. For example, compare these sentences:

    We hereby bequeath our vast fortune to our darling daughter.

    The girl inherited money from her parents when they died.

    The first is performative because it causes something to happen; it transfers money between persons. The second is merely descriptive; it shares information that may or may not be factual about an event that occurred independently.

    A person making a performative utterance must be genuine in the intent to carry it out and have it ratified by interlocutors—co-participants in the speech event. For example, a mother might say to her son, “I promise we will get ice cream after the dentist appointment.” Making such a promise is a performative utterance because it creates a social contract, but her son may or may not believe her based on his prior experience. Likewise, if one makes a bet, the other party must agree to the terms. The bet is only on if the second party agrees.

    Performative utterances commonly occur at wedding ceremonies.

    Now that you have pledged your mutual vows, I, by virtue of the authority vested in me by the state, declare you to be wed according to the ordinance of the law.

    Although wedding ceremonies typically involve numerous performances, such as a procession, songs, and lifting of the veil, the proclamation is the culminating moment in which the two individuals are legally joined in matrimony. Without these words being spoken, the ceremony is incomplete.

    In addition to the performative declaration, the proclamation includes another important element: the authority granted by the state to make the declaration. Without this authority, a legal marriage does not occur. So a group of children playing can stage a wedding and say the exact same words and no one is married. In Austin’s terminology, the unofficial wedding proclamation is an “unhappy utterance.”37 It is a failed performance because the parties involved did not have sufficient authority to bring the action to reality. A parallel example is a lawyer declaring a defendant guilty, something only a judge or jury (in the correct setting) can declare with authority. The ability of an utterance to shape an individual or a society depends on the words said, the context in which they are said, and the legitimacy and authority of the speaker. Performative utterances occur in many situations and are particularly common in rituals.

    Ritual as Performance

    Consider a Cuban woman who is experiencing disharmony at home. Her husband is abusive, she struggles to put food on the table, and one of her children left home and is living on the street. To find a solution, she consults a priest of the syncretic religion Santería. In the consultation room is an altar with candles, statues of gods and goddesses, and bowls filled with food offerings. The priest is dressed in white, as is customary, and wears several beaded necklaces that correspond to the deities with whom he is most closely associated. To use Goffman’s phrasing, the setting and his personal front are congruent, assuring the woman that the consultation is genuine. To perform the divination, the priest tosses cowry shells on the table and asks the woman a series of questions based on what the shells reveal. He listens to her answers, throws the shells again, and fine-tunes his questions until he is able to focus on the crux of her distress. The flow of their dialog is similar to that seen in Western-style psychological counseling, but the ritual specialist performs his expertise using religious paraphernalia.

    The Religion chapter introduced the concept of rituals and explained several of their functions, including rites of passage and of intensification. In this section, we call attention to rituals as an area of interest to cultural anthropologists who deal with performances and highlight how performance can be a useful lens for viewing and understanding secular and religious rituals. Obvious examples of rituals that inform anthropologists about a culture are concerts, plays, and religious events, which often portray cultural values and expectations, but rituals are involved in many other kinds of situations, such as trying and sentencing someone accused of a crime in the redressive phase of a social drama. The key here is that rituals are inherently performative. Merely talking about or watching a video recording of one does not do anything whereas participating in a ritual makes and marks a social change. Whether stoic or extravagant, a ritual is focused on efficacy rather than entertainment, and its performance gives shape to the social surrounding.

    Case Study: Performing Ethnography

    Ethnographies are written to engage readers in the lived experience of a particular group, but the reader cannot actually feel what it is like to live in a Ndembu village or smell herbs being prepared for an Afro-Brazilian Candomblé ceremony. Consequently, Victor and Edith Turner created a teaching method called “performing ethnography” to help students gain a deeper, kinesthetic understanding of what it is like to participate in the ritual life of another culture.38 Students prepare for the ritual by reading relevant ethnographies and often meet with anthropologists who have done work with the people who performed it. To prepare for the ritual, the students must seek additional information about the culture so they can understand how to behave appropriately. The process also encourages them to think critically about the presentation of information in ethnographies, especially if gaps in the author’s descriptions become apparent. Modeling an experiment after the Turners’ example, Dr. Griffith had students perform a Christian American wedding ceremony. Obviously, no single ceremony can be representative of all weddings within that tradition, but the students came away from the experience with a better sense of what it is like to participate in that ritual and how the various roles move the couple from one social status to another. As the Turners pointed out, a serious ritual can be conducted within what they called a “play frame”39 that negates the action otherwise brought by the ritual. So even though the woman who played the role of minister in the classroom “wedding” was in fact ordained, her words did not marry the individuals. The Turners have also used this method to allow students to better understand rituals such as coming of age ceremonies. Whether one can truly understand what it is like to be an initiate in such an important ritual without firsthand experience is doubtful, but the experience gives students an opportunity to reflect on their feelings as they participate in the rituals, providing the Turners with new hypotheses to explain how and why the rituals bridge childhood and adulthood that can be tested through further fieldwork.40

    Political Performances

    Performances have serious consequences for social reality and are often used to reinforce the status quo. For example, children in the Hitler Youth organization during World War II were encouraged to sing songs related to Germany’s supremacy and Hitler’s vision for an Aryan nation. Requiring children to give voice to this ideology brought them in line with the goals of those in power. Indeed, many civil rituals are part of such hegemonic discourses in which the basic parameters of social thought and action are unquestioningly (and usually invisibly) dictated by those in authority. Singing the national anthem before a sporting event is another example.

    On the flipside, performances can be used to resist the status quo. These kinds of performances can be as subtle as a rolling of eyes behind a professor’s back or as grand as an outright political uprising. Pete Seeger’s song “Bring Them Home,” which protested the United States’ involvement in the Vietnam War, is a good example. Consider these lyrics: “Show those generals their fallacy . . . They don’t have the right weaponry . . . For defense, you need common sense . . . They don’t have the right armaments.” Those lines provide a clear indication of the singer’s political position, but repetition of the chorus “bring them home, bring them home” invites the audience to sing along, echoing and amplifying the singer’s message and thus increasing its political force.