By Leni Marshall
Deconstructs fiction and nonfiction to additional understandings of the way getting older and outdated age are created.
In vigorous, available prose, this publication expands the succeed in and intensity of age reviews. A overview of age experiences tools in thought, literature, and perform leads readers to work out how their very own intersectional identities form their ideals approximately age, getting older, and previous age. This learn asks readers to interrogate the “texts” of menopause, self-help books on getting older, and foundational age reviews works. as well as the examine of those nonfiction texts, the poetry and prose of Doris Lessing, Lucille Clifton, and Louise Erdrich function autos for exploring how age family paintings, together with how they invoke readers into kinships of reciprocal care as othermothers, otherdaughters, and otherelders. The literary chapters learn how talented 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: Bodies and Gender in Time
Her work brings into play the ideas of theorists including Douglas, Foucault, Freud, Irigaray, Kristeva, Lacan, Riviere, and Wittig. Working with those concepts creates an environment in which to interrogate many constructions of the aging body: the ways in which agedness inflects the Cartesian division of mind and body, how the performative body becomes inscribed by age, age-inf lections in the constructions of social subjects, and the means by which the regulatory aspects of choice limit one’s agency as one ages.
Rather, this book considers works that depict aging and old age as a theme or trope; it uses age studies criticism to explore how the texts’ and the authors’ standpoints on those topics suggest points of adherence and resistance to normative conceptions of aging and old age; and it demonstrates a range of concepts for which age studies explorations are relevant. Through literature, readers connect with collective histories, and by extension, with shared futures, a potential that can create in the reader a vital and empowering obligation.
My ability to teach Walt Whitman’s writing has never been questioned, even though I did not live in the 1800s, have not experienced the American Civil War, am not a man, and when Whitman was writing, my foremothers were in Eastern Europe. However, because my progenitors are not from South America, colleagues have felt justified in questioning my feminism and my ability to teach Isabel Allende’s works, even though she and I share a gender, a century, and a country of residence. The culturally produced fog of normativity—in this case, of dead White men—“reinforces the invisibility on which its dominance relies” (Callaghan 201).