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Lecture Notes 4-6

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Shaun Tanaka

LEC 4 12/13/2013 8:14:00 AM  Age is socially constructed How is age socially constructed  Those that are older, are a train on social services  The younger is a fringe on public space, and are always under control of caregivers  Different stages in the life course are socially constructed  Children are not given a platform to exercise there own opinion on themselves  Both older people and children are often imagined as „problematic‟ groups who are outsiders to the spaces of mainstream social life  Acceptable targets for social concern and have few opportunities to answer back  We give preference an privilege to that position Age vs Life course o Starts becoming arbitrary on how we categorize people o Life course attempts to move us away from thinking about age “as a series of static categories o Having children used to be a life stage, (this has change over time), People are having children later then before o Identity of old age is becoming much more dynamic, since they are retiring and is called the (golden years). Instead of seeing them as old, and waiting for death, they are now more active, and maintain friendships. Chronological Age  By a certain age children are expected to go to school  At its core, chronological age is about the number of years one has lived.  They are considered a drain, if they are not contributing to society.  Many laws are associated with chronological age: ages for starting school, voting, drinking, work, criminal responsibility are often embedded in the law.  Laws around work have perhaps the most significant impacts on perceptions of age groups Physical Age  One‟s physiological age is based on their health, fitness, and visible appearance.  We tend to judge and label someone based on their appearance (physiome) even if we do not know their chronological age.  We start to see associated spaces with age groups  Informal enforcement of norms of belonging in space are often based on such judgments rather than on chronological age.  Intersectionality, I.E A senor citizen snow boarding  Certain expectations are set on your physical appearance, i.e you look older when your young, your expected to be more mentality older.  Our physical age is often mediated through our positionalities Our class, race, etc… Social Age  Social age is how age is understood within society  It is strange to see a pairing of one old, and one young. i.e, hu hefner and his bunnys or Madonna & her bf  Ageism – culturally prescribed norms about appropriate behavior for certain ages Ageism  Assumes that people who share a chronological age have other things in common  wide-ranging and shifting ideology which can affect people of any chronological age.  Cannot be understood simply as a parallel to racism or sexism.  The only form of discrimination which everyone suffers at certain times  When do you become an adult? No longer a convergence which produces identifiable distinctions between childhood and adulthood  Discriminates universally Stereotypical Images of how we see children & elderly (western society)  Children are cute & elderly are ugly, out of touch  Children are full of potentially, & elderly are done and there‟s nothing left  Both children & elderly are dependent on others for survival  We think of older people as out of touch, or harmless  Old Age Devalued o Low status accorded to older people because of retirement from paid work o Traditional masculine assumption about what work is - domestic work continues after retirement o We don‟t see any value in Grand-parenting / voluntary work o There are being removed from the work force, so they are no longer are contributing to society. How childhood is socially constructed o Attitudes stemming from Puritanism understood the child as intrinsically evil or in need of parental control o Child was not ready for life and needed to be separated from ʻ„the real worldʼ‟ o Middle class notion of a home with children relegated them to the private sphere o The child is meant to be in the home, protected, & nurtured. Children have increased power in the market o Children have increased power in the market o The places and practices of children‟s everyday lives are rarely considered a dynamic context for understanding social and material transformations o They have a lot of power & control over their parents o We lump children as this one thing, but a 3 year old is different from a 17 year old. You must take in other positionailtys. Intersectionality: We cant divorce our self‟s into social beings. >We are looking at aspects of social location and how it impacts there experience. >we see how space & place is mediated Intergenerational understandings of age: In practice, place is a significant variable in the way this works >How you relate to your parents are going to change as you age Spatial construction of age  Important dimension that is often forgotten  Can not be separated from the social construction of age  Social geographies consider places to have particular gendered identities  Places have age-identities, too  Space has a lot to do with the perception of age  The work force is big in the social construction of age Age specific places:  Raves / nightclubs  Old age is peripheralized  Youth is seemingly everywhere  Children and young people are denied access or not given a voice  We can look at how we feel through different places  Our societal expectations of age are played into locations  Closes down; becomes more constrained – not just because of mobility but because of societal expectations of what is their ʻ„properʼ‟ place  Cultural differences – seniorsʼ‟ residences versus staying at home: Governed by societal norms Who is allowed o Children‟s freedom in public space – cultural codes for kids o Childrenʼ‟s spaces are not created by them – they are designed by adults – an artificial device o We are seeing gated community‟s with age requirements Children Geography o acknowledge that children create their own spaces o Social difference: age, classes, gender, ethnicity, places and times. o Giving toold to children who cant articulate there sense of idrntity Lecture 5 (Guest Lecture) 12/13/2013 8:14:00 AM Prostitute article -These spaces were constructed over a period of time. -Race, space & violence are the main variables  In every story of violence we hear or participate in either as victims or as perpetrators.  Subjects have a history & context (we all have an identity, we are all a subject)  She employs a notion of unmapping (you have to unmapp these history‟s & stories to understand who we are and whats happening) Degeneracy & respectability  Degeneracy is the ghetto & respectability is the white, suburban area  Pamela George was considered a degenerate hooker  Subordinated: Includes alcoholics, mentally ill, people of color, etc…  Unmapping the violence pg 95-96 “ To unmap one must historicize, a process that begins by asking about the relationship between identity and space. 9 What is being imagined or projected on to specific spaces, and I would add, bodies?”  The violence was colonial violence  It was only threw violence that white boys became „men‟  The boys went their to see how aboriginals lived Denaturalizing as a methodology for uncovering violence  Denaturalizing a story of violence is in one of the first steps in fighting colonial violence  It also means that there is nothing natural or regular about the violence or space in question.  Denaturalizing begins by recognizing the spatiality of violence  Denaturalizing a story of violence begins with tracings where the bodies involved came from & where the perpetrators & victim went afterwards  Denaturalizing a story of violence means troubling the space where the violence in question took place.  It means looing at the history‟s @ work in the violence Who belongs to what space?  Do different spaces mark your body differently? Liu & Blomley  3 frames of which downtown eastside is represented: -Medicalization -Criminalization -Socialization  Abori
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