Download Age Becomes Us: Constructions of Bodies and Gender (SUNY by Leni Marshall PDF

By Leni Marshall

Deconstructs fiction and nonfiction to extra understandings of the way getting older and previous age are created.

In full of life, available prose, this publication expands the succeed in and intensity of age reviews. A overview of age stories equipment in conception, literature, and perform leads readers to determine how their very own intersectional identities form their ideals approximately age, getting older, and outdated age. This research asks readers to interrogate the “texts” of menopause, self-help books on getting older, and foundational age stories works. as well as the learn of those nonfiction texts, the poetry and prose of Doris Lessing, Lucille Clifton, and Louise Erdrich function cars for exploring how age kinfolk paintings, together with how they invoke readers into kinships of reciprocal care as othermothers, otherdaughters, and otherelders. The literary chapters research how proficient storytellers offer enactments, portrayals, and metaphorical makes use of of age to create transformative capability.

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Extra resources for Age Becomes Us: Constructions of Bodies and Gender (SUNY Series in Feminist Criticism and Theory)

Example text

Thus, each individual participates in the social, cultural, and physical process of becoming Othered via age. Consciousness about how one comes to age awareness means the process can be tracked, discussed, and deconstructed, a procedure indisputably in the discursive realm. That each person is an active participant in the aging process leaves open an encouraging possibility for change—at the very least, for entering into the process of construction more deliberately. “When the subject is said to be constituted, that means simply that the subject is a consequence of certain rule-governed discourses that govern the intelligible invocation of identit y” ( J.

Cultural and biological, historical and visionary: the factors that create, replicate, and have the potential to transform ideas about age difference are complex and impossible to fully differentiate. Nonetheless, as many age studies and aging studies scholars have pointed out, individuals are held responsible for their own signs of aging, as if gray hair, wrinkles, changing eyesight, and even the socioeconomically inf luenced potential of ill health are the result of personal choice rather than a combination of social, genetic, and environmental factors.

A twenty-something first-year graduate student may be asked to teach a text written five or ten centuries ago by an author who was decades older and of a different gender than the student. I have been in meetings in which the same people who did not question that student’s capability expressed reservations about a full professor’s ability to, as they phrased it, bridge the generation gap, to teach contemporary texts by emerging authors, such as a Karen Russell story from St. Lucy’s Home for Girls Raised by Wolves.

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