Abstract
The emergence of a life course perspective in the study of human development has provided a means for addressing the interplay of lived experience and socio-historical context, and the intertwining of subjective and shared meanings that shape lives over developmental and historical time. Grounded in the pioneering work of social theorist Karl Mannheim (1928), the life course approach may be contrasted both with life-cycle perspectives, which have tended to focus on relatively invariant, age-graded stages or phases, and with life-span perspectives, which have typically not acknowledged the far-ranging impact of “generation units” spanning some number of contiguous birth-years (Mannheim, 1928) or cohort-generational factors (Elder, 1995, 1997; Kertzer, 1983; Troll, 1970). The life course perspective maintains that developmental pathways reflect the distinctive social and historical changes experienced by members of particular generations and cannot be understood apart from this social and historical context (Dannefer, 1984; Denzin, 1989; Elder, 1995, Settersten, 1999).
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Cohler, B.J., Hostetler, A. (2003). Linking Life Course and Life Story. In: Mortimer, J.T., Shanahan, M.J. (eds) Handbook of the Life Course. Handbooks of Sociology and Social Research. Springer, Boston, MA. https://doi.org/10.1007/978-0-306-48247-2_25
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DOI: https://doi.org/10.1007/978-0-306-48247-2_25
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