Ageing, the Body and the Gender Regime: Health, Illness and Disease Across the Life Course Susan Pickard and Jude Robinson (eds), Routledge, Abingdon, UK, 2019, 193 pp., hbk £120.00, ISBN 13: 978-1-138-35192-9

2021 ◽  
Vol 41 (6) ◽  
pp. 1449-1451
Author(s):  
Simone Bacchini ◽  
Peter Simcock
2022 ◽  
pp. 1097184X2110643
Author(s):  
Laurent Paccaud ◽  
Anne Marcellini

This article focuses on the intersection of gender, dis/ability and other social forces in the life course of a young man who has had physical impairments from an early age. Drawing on interactionist theories and applying an ethnographic approach, we analyze the life experiences taking place in multiple social spheres throughout the life phases of Simon, a Swiss powerchair hockey player with cerebral palsy. During his childhood and adolescence, Simon was not in a position to embody the familial ways of performing hegemonic masculinity, and he was functionally dependent on women. Through his ongoing transition to adulthood, his commitment to sport and the process of technologizing his body enabled him doing gender differently and emancipate himself from the familial masculine figure, while remaining reliant on the care provided by women. Thus, we show how the body, context, and life phases contribute to the performances of gender and dis/ability.


2019 ◽  
Vol 30 (6) ◽  
pp. 836-848 ◽  
Author(s):  
Brianne van Rhyn ◽  
Alex Barwick ◽  
Michelle Donelly

The body is central to the experience of aging. In this metasynthesis, the authors located, analyzed, and reconceptualized phenomenological research on how life is experienced within and through the body after 85 years. Sandelowski and Barroso’s metasynthesis method was employed. Seven databases were searched for primary phenomenological studies. After systematic screening and quality appraisal, 19 studies were included for review. Analysis was guided by Maurice Merleau-Ponty’s existential philosophy of embodiment. Findings were organized using Max van Manen’s reflective lifeworld existentials. Four ontological dimensions emerged, namely, being in a body (corporeality), being in time (temporality), being in place (spatiality), and being with others (relationality). Each dimension captures a distinct experiential dimension of this stage of the life course. The results suggest vast heterogeneity in the ontological experience of aging, supporting the view that diversity grows with age. The ability to adapt to multidimensional losses was identified as a source of resilience.


2018 ◽  
Vol 41 (5) ◽  
pp. 419-442 ◽  
Author(s):  
Ioana van Deurzen ◽  
Bram Vanhoutte

Are challenging life courses associated with more wear and tear on the biological level? This study investigates this question from a life-course perspective by examining the influence of life-course risk accumulation on allostatic load (AL), considering the role of sex and birth cohorts. Using biomarker data collected over three waves (2004, 2008, and 2012) of the English Longitudinal Study of Ageing ( N = 3,824) in a growth curve framework, AL trajectories over a period of 8 years are investigated. Our results illustrate that AL increases substantially in later life. Men have higher AL than women, but increases are similar for both sexes. Older cohorts have both higher levels and a steeper increase of AL over time. Higher risk accumulation over the life course goes hand in hand with higher AL levels and steeper trajectories, contributing to the body of evidence on cumulative (dis)advantage processes in later life.


Sociology ◽  
2019 ◽  
Author(s):  
Shari M. Blumenstock ◽  
John DeLamater

Sexuality is a multidimensional aspect of human life that includes sexual behaviors, sexual feelings, and sexual orientation (see the separate Oxford Bibliographies in Sociology article “Sexualities” by Nancy Fischer). Sexual expression is influenced by psychological factors such as attitudes, emotions, and the learned residues of past experience, as well as social factors such as social norms and laws, and one’s social identities and relationships, including (potential) partners and social networks. Sexuality and sexual expression also have a biological base, as genetic inheritance and the resulting anatomy and physiology of the human body set the parameters of human sexual behavior, both solo and partnered. Thus, we need a biopsychosocial perspective to incorporate the relevant influences on an individual’s sexual expression and lifestyle. Sexuality and its expression play critical roles throughout an individual’s life. Scholars have often focused on sexuality in a single stage of life—childhood, adolescence, adulthood, later life—or within a specific type of relationship—noncommitted (i.e., casual or “hookups”), premarital, marital, divorced, cohabiting. In reality, sexuality undergoes a continuous process of development from birth to death. Thus, in addition to a biopsychosocial perspective, we need a perspective that has the breadth to encompass this lifelong process. The life course perspective (see the separate Oxford Bibliographies in Sociology article “Life Course” by Deborah Carr) is based upon four key assumptions: 1) lives are embedded in and shaped by historical context; 2) individuals construct their own lives, within the constraints of historical and social context; 3) lives are intertwined through social relationships; and 4) the meaning and impact of a life transition depends on when it occurs. Applied to sexuality, this perspective recognizes the impact of biology via inheritance at birth; biological processes such as puberty, menopause, and aging; and influences related to the body. The historical and social context, particularly extant norms and laws relating to sexual practices, intersecting social identities, and relationships is also important. Sexual expression is further influenced by families, social networks, and intimate relationships. Moreover, within the constraints related to their biological, social, and historical contexts, individuals exercise agency and play an active role in constructing their sexuality. Lastly, life events, and their timing, have a major impact on an individual’s current and later sexuality (e.g., consider the effects of pregnancy at 15 versus 25 versus 45 years of age). Combining an interdisciplinary biopsychosocial perspective on sexuality with a broad life course perspective on the influences on individuals’ lives yields a powerful and nuanced analysis of sexual expression throughout life.


2021 ◽  
pp. 1-18
Author(s):  
Jessica I. Cerezo-Román ◽  
Kenichiro Tsukamoto

Inspired by life course and osteobiography approaches, this article explores the life and death of an individual associated with the lakam title (“banner” in Colonial Yukatek Maya; thus, a “standard-bearer”), a nonroyal elite of Late Classic period Maya society (AD 600–850). Although these elites are depicted on polychrome vessels and carved monuments, little is known about their life experiences and mortuary practices. The present analysis centers on an individual found at Structure GZ1, a temple with a hieroglyphic stairway, at the Maya archaeological site of El Palmar, Mexico. Using osteological, archaeological, and epigraphic data as different lines of evidence, we examine the relationship of the individual to his affiliated group. At the time of interment, there were a wide array of social, cultural, and political events both shaping and reshaping the body and identities of the individual during a period of political turbulence.


2003 ◽  
Vol 57 (1) ◽  
pp. 55-76 ◽  
Author(s):  
James E. Thornton

The article discusses learning as embedded processes of development and aging, and as social activity over the life course. The concept of life-span learning is proposed and outlined to discuss these processes as aspects of and propositions in life-span development and aging theory. Life-span learning processes arise and continuously develop in a dynamically complex body, brain, and the mind they support as essential features of development and aging over the life course. Life-span learning processes are established by evolutionary adaptive mechanisms, enriched by challenging environments, and continuously developed in supportive social structures. These ideas are derived from evolutionary biology and psychology, the cognitive sciences, life-span development and aging research, and adult development and learning studies. It is argued that life-span learning activities that challenge the body-mind-brain nexus are indispensable to optimize individual development and aging. Three global interventions and their strategies are discussed that enhance life-span learning: Learning to Learn, Learning for Growth, and Learning for Well-being.


Living Data ◽  
2019 ◽  
pp. 151-158
Author(s):  
Celia Roberts ◽  
Adrian Mackenzie ◽  
Maggie Mort ◽  
Theresa Atkinson ◽  
Mette Kragh-Furbo ◽  
...  

Biosensing in all its forms has strong connections to the promise-horizon of the ‘soon.’ But stories of failure, disappointment and limitation abound. We need to bring the body – or the bio in all its senses – full centre when discussing biosensing platforms. Moving across the life course - from childhood, through the so-called ‘reproductive years’ into older age, we have highlighted the significance of geographical, historical and social location. Biosensing may be about health for many people but as yet has little to do with biomedicine. Yet it has the potential to change human bodies and lives, in barely imagined ways. Policy makers and practitioners of all kinds could do well to devote time and resources to listening to and engaging with ‘the word on the street,’ as filtered through social science. People of all ages and backgrounds are thinking about, using and/or encountering biosensing, and they have much to say about it.


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