On the measurement of healthy lifespan inequality

Background Current measures to monitor population health include indicators of (i) average length-of-life (life expectancy), (ii) average length-of-life spent in good health (health expectancy), and (iii) variability in length-of-life (lifespan inequality). What is lacking is an indicator measuring the extent to which healthy lifespans are unequally distributed across individuals (the so-called ‘healthy lifespan inequality’ indicators). Methods We combine information on age-specific survival with the prevalence of functional limitation or disability in Spain (2014–2017) by sex and level of education to estimate age-at-disability onset distributions. Age-, sex- and education-specific prevalence rates of adult individuals’ daily activities limitations were based on the GALI index derived from Spanish National Health Surveys held in 2014 and 2017. We measured inequality using the Gini index. Results In contemporary Spain, education differences in health expectancy are substantial and greatly exceed differences in life expectancy. The female advantage in life expectancy disappears when considering health expectancy indicators, both overall and across education groups. The highly educated exhibit lower levels of lifespan inequality, and lifespan inequality is systematically higher among men. Our new healthy lifespan inequality indicators suggest that the variability in the ages at which physical daily activity limitations start are substantially larger than the variability in the ages at which individuals die. Healthy lifespan inequality tends to decrease with increasing educational attainment, both for women and for men. The variability in ages at which physical limitations start is slightly higher for women than for men. Conclusions The suggested indicators uncover new layers of health inequality that are not traceable with currently existing approaches. Low-educated individuals tend to not only die earlier and spend a shorter portion of their lives in good health than their highly educated counterparts, but also face greater variation in the eventual time of death and in the age at which they cease enjoying good health—a multiple burden of inequality that should be taken into consideration when evaluating the performance of public health systems and in the elaboration of realistic working-life extension plans and the design of equitable pension reforms.

Irregular adoptions and infrastructures of memory in Spain: remnant practices from the Franco Regime

The irregular adoption of displaced children during the Spanish Civil War, the Franco dictatorship and the early years of Spanish democracy remains silent and unrecognised. The difficulty in recognising these irregular practices is linked to remnant infrastructures of memory (Rubin (2018) How Francisco Franco governs from beyond the grave: An infrastructural approach to memory politics in contemporary Spain. American Ethnologist 45(2): 214–227). We propose that the time to speak openly about irregular adoptions of forcibly disappeared children in Spain is arriving, and doing so could be a way of exposing a series of ‘unknown knowns’ (Simmel, (1906) The sociology of secrecy and of secret societies. American Journal of Sociology 11(4): 441–498; Bellman R and Levy A (1981) Erosion mechanism in ductile metals. Wear 70: 1–27; Taussig M (1999) Defacement: Public Secrecy and the Labor of the Negative. Stanford: Stanford University Press).

Seeing like a scientist: subjunctive forensics and shared ways of seeing in the Spanish forensic archive

For two decades, Spaniards have turned to forensic science as a mode of unearthing diverse forms of evidence that shed light on the mechanics of fascist repression that emerged during the Spanish Civil War and the dictatorship that followed it. Due to the lasting effects of Spain’s Amnesty Law, which prohibits defining Franco’s victims as victims of crime, these exhumation projects exist at the unruly boundaries of legal procedure. In the absence of courts equipped to manage the evidence exhumed and produced in these endeavors, photographs documenting the forensic process are not sequestered by the law. Instead, they are made to be seen. Drawing on what the author describes as subjunctive forensics, she analyzes the emergence of new bodies of knowledge —or what could be called the forensic archive— in order to understand how visual evidence that straddles the scientific and the political, particularly photography, is produced, circulated and safe-guarded in contemporary Spain. Drawing on ethnographic research and the experience of photographing mass grave exhumations, the author explores how shared forms of seeing are produced, acquired, and shared among the community of practice surrounding historical memory work. By focusing on how professional and skilled visions are constituted, the article argues that it is in the production, circulation, and display of forensic photography that Spaniards visualize an uncomfortable past while also imagining alternative political futures.

La Unesco y la Ley General de Educación: La influencia de los organismos internacionales en torno a la modernización educativa en el franquismo

This article analyzes the influence that the educational ideas proposed by UNESCO had on the development of the General Education Act (LGE) of 1970. More specifically, it attempts to establish the impact that this international organization had on the origin and development of the LGE during the Franco regime. To do so, the first part of the article studies the beginnings of UNESCO in Spain and how the educational conception that would give rise to one of the most important educational reforms of contemporary Spain was developed. In the second part, we examine the recommendations given by the «International Advisory Committee for the Reform of Education in Spain» regarding the debate generated by the Libro Blanco (White Paper). In the third part of the article we look at the Committe’s direct impact and the way its assessments guided the development of the LGE in its first years. This work aims to demonstrate that the LGE can be better understood as a reform born under the recommendations of UNESCO regarding the educational context originated within the framework of the Cold War and the Modernization Theory.

Martina L. Weisz, Jews and Muslims in Contemporary Spain: Redefining National Boundaries. Berlin: Walter de Gruyter, 2019. 189 pp.

This chapter studies Martina L. Weisz's Jews and Muslims in Contemporary Spain: Redefining National Boundaries (2019). This book aims to analyze “the place granted to Jews and Muslims in the construction of contemporary Spanish national identity, with a special focus on the transition from an exclusive, homogeneous sense of collective self toward a more pluralistic, open and tolerant one, in a European context.” This narrative of progress, however, is challenged by the excellent information provided in the book itself, which shows how these processes have been filled with contradictions and deep ambivalence, both historically and in the present, and how exclusionary nationalism has not been left behind. One of the book's richest contributions is its Jewish/Muslim comparative framework, which, as the author argues, is not usually undertaken. Ultimately, this book contains an abundance of useful information and insights for all those interested in Spain's relationship with its Muslim and Jewish minorities, the political and cultural negotiations of multiculturalism in Spain, and the way these relationships are affected by international events and diplomatic concerns.