- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Constructing the Life Course offers a social constructionist perspective on personal experience through time. The text shows the variety of ways people use life course imagery in their everyday lives and makes a useful addition to family studies or gerontology courses.
Constructing the Life Course offers a social constructionist perspective on personal experience through time. The text shows the variety of ways people use life course imagery in their everyday lives and makes a useful addition to family studies or gerontology courses.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- The Reynolds Series in Sociology
- Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
- Second Edition
- Seitenzahl: 246
- Erscheinungstermin: 1. Januar 2000
- Englisch
- Abmessung: 216mm x 140mm x 13mm
- Gewicht: 315g
- ISBN-13: 9781882289677
- ISBN-10: 1882289676
- Artikelnr.: 26506339
- The Reynolds Series in Sociology
- Verlag: Globe Pequot Publishing Group Inc/Bloomsbury
- Second Edition
- Seitenzahl: 246
- Erscheinungstermin: 1. Januar 2000
- Englisch
- Abmessung: 216mm x 140mm x 13mm
- Gewicht: 315g
- ISBN-13: 9781882289677
- ISBN-10: 1882289676
- Artikelnr.: 26506339
By James A. Holstein and Jaber F. Gubrium
Chapter 1 Introduction Part 2 Perspectives on the Life Course Chapter 3
Some Conventional Approaches to Life Change Chapter 4 Behavioral Approach
Chapter 5 Psychoanalytic Approach Chapter 6 Cognitive Approach 7 Covert
Personality Approach 8 Symbolic Interactionist Approach 9 Functionalist
Approach 10 Psychocultural Approach 11 Differences and Similarities 12
Putting Aside the Conventional Part 13 The Constructionist Approach 14 The
Analytic Framework 15 The Life Course Across Culture and History 16
Constructionist Assumptions 17 Bracketing the Life World 18 Situated
Rationality 19 Documenting the Construction Process 20 Method, Emphases and
Sources Part 21 Typifying Life Change 22 The Typification Process 23
Typification in Process 24 Typification Shifts 25 Domains of Typification
26 A Lay Example 27 A Professional Example 28 Interpreting "Strange"
Actions 29 Discerning the Adequately Normal 30 Being "On Time" or "Off
Time" Part 31 Predicting Futures 32 The School as Future Oriented Setting
33 Classroom Life 34 Schoolchildren's Futures 35 Predicting Growth in the
Early Days 36 Constructing Tracks 37 "Practically" Adequate Solutions 39
Glossing Over Interpretive Practice 40 Assessing Potential 41 Assessing
Potential 42 Producing Appropriate Answers 42 Producing Appropriate Answers
43 Negotiating Placement Part 44 Constructing Competence 45 Situated
Assignment 46 Imputing Readiness 47 Collaborative Accomplishment 48
Accounting for Incompetence 49 Interpretive Variability 50 Organizational
Embeddedness Part 51 Biographical Work 52 Biography as Work 53 Biographical
Work Settings 54 The Use of Expertise 55 Images and Audiences 56
Interviewing as Biographical Work 57 Biography and Power Part 58
Re-envisioning the Life Course 59 Interpretive Control 60 The
Deprivatization of Experience 61 Narrative Malleability 62 Private Lives,
Public Interpretations 63 Agency, Diversity and the Moral Order 64 The
Utility of the Life Course
Some Conventional Approaches to Life Change Chapter 4 Behavioral Approach
Chapter 5 Psychoanalytic Approach Chapter 6 Cognitive Approach 7 Covert
Personality Approach 8 Symbolic Interactionist Approach 9 Functionalist
Approach 10 Psychocultural Approach 11 Differences and Similarities 12
Putting Aside the Conventional Part 13 The Constructionist Approach 14 The
Analytic Framework 15 The Life Course Across Culture and History 16
Constructionist Assumptions 17 Bracketing the Life World 18 Situated
Rationality 19 Documenting the Construction Process 20 Method, Emphases and
Sources Part 21 Typifying Life Change 22 The Typification Process 23
Typification in Process 24 Typification Shifts 25 Domains of Typification
26 A Lay Example 27 A Professional Example 28 Interpreting "Strange"
Actions 29 Discerning the Adequately Normal 30 Being "On Time" or "Off
Time" Part 31 Predicting Futures 32 The School as Future Oriented Setting
33 Classroom Life 34 Schoolchildren's Futures 35 Predicting Growth in the
Early Days 36 Constructing Tracks 37 "Practically" Adequate Solutions 39
Glossing Over Interpretive Practice 40 Assessing Potential 41 Assessing
Potential 42 Producing Appropriate Answers 42 Producing Appropriate Answers
43 Negotiating Placement Part 44 Constructing Competence 45 Situated
Assignment 46 Imputing Readiness 47 Collaborative Accomplishment 48
Accounting for Incompetence 49 Interpretive Variability 50 Organizational
Embeddedness Part 51 Biographical Work 52 Biography as Work 53 Biographical
Work Settings 54 The Use of Expertise 55 Images and Audiences 56
Interviewing as Biographical Work 57 Biography and Power Part 58
Re-envisioning the Life Course 59 Interpretive Control 60 The
Deprivatization of Experience 61 Narrative Malleability 62 Private Lives,
Public Interpretations 63 Agency, Diversity and the Moral Order 64 The
Utility of the Life Course
Chapter 1 Introduction Part 2 Perspectives on the Life Course Chapter 3
Some Conventional Approaches to Life Change Chapter 4 Behavioral Approach
Chapter 5 Psychoanalytic Approach Chapter 6 Cognitive Approach 7 Covert
Personality Approach 8 Symbolic Interactionist Approach 9 Functionalist
Approach 10 Psychocultural Approach 11 Differences and Similarities 12
Putting Aside the Conventional Part 13 The Constructionist Approach 14 The
Analytic Framework 15 The Life Course Across Culture and History 16
Constructionist Assumptions 17 Bracketing the Life World 18 Situated
Rationality 19 Documenting the Construction Process 20 Method, Emphases and
Sources Part 21 Typifying Life Change 22 The Typification Process 23
Typification in Process 24 Typification Shifts 25 Domains of Typification
26 A Lay Example 27 A Professional Example 28 Interpreting "Strange"
Actions 29 Discerning the Adequately Normal 30 Being "On Time" or "Off
Time" Part 31 Predicting Futures 32 The School as Future Oriented Setting
33 Classroom Life 34 Schoolchildren's Futures 35 Predicting Growth in the
Early Days 36 Constructing Tracks 37 "Practically" Adequate Solutions 39
Glossing Over Interpretive Practice 40 Assessing Potential 41 Assessing
Potential 42 Producing Appropriate Answers 42 Producing Appropriate Answers
43 Negotiating Placement Part 44 Constructing Competence 45 Situated
Assignment 46 Imputing Readiness 47 Collaborative Accomplishment 48
Accounting for Incompetence 49 Interpretive Variability 50 Organizational
Embeddedness Part 51 Biographical Work 52 Biography as Work 53 Biographical
Work Settings 54 The Use of Expertise 55 Images and Audiences 56
Interviewing as Biographical Work 57 Biography and Power Part 58
Re-envisioning the Life Course 59 Interpretive Control 60 The
Deprivatization of Experience 61 Narrative Malleability 62 Private Lives,
Public Interpretations 63 Agency, Diversity and the Moral Order 64 The
Utility of the Life Course
Some Conventional Approaches to Life Change Chapter 4 Behavioral Approach
Chapter 5 Psychoanalytic Approach Chapter 6 Cognitive Approach 7 Covert
Personality Approach 8 Symbolic Interactionist Approach 9 Functionalist
Approach 10 Psychocultural Approach 11 Differences and Similarities 12
Putting Aside the Conventional Part 13 The Constructionist Approach 14 The
Analytic Framework 15 The Life Course Across Culture and History 16
Constructionist Assumptions 17 Bracketing the Life World 18 Situated
Rationality 19 Documenting the Construction Process 20 Method, Emphases and
Sources Part 21 Typifying Life Change 22 The Typification Process 23
Typification in Process 24 Typification Shifts 25 Domains of Typification
26 A Lay Example 27 A Professional Example 28 Interpreting "Strange"
Actions 29 Discerning the Adequately Normal 30 Being "On Time" or "Off
Time" Part 31 Predicting Futures 32 The School as Future Oriented Setting
33 Classroom Life 34 Schoolchildren's Futures 35 Predicting Growth in the
Early Days 36 Constructing Tracks 37 "Practically" Adequate Solutions 39
Glossing Over Interpretive Practice 40 Assessing Potential 41 Assessing
Potential 42 Producing Appropriate Answers 42 Producing Appropriate Answers
43 Negotiating Placement Part 44 Constructing Competence 45 Situated
Assignment 46 Imputing Readiness 47 Collaborative Accomplishment 48
Accounting for Incompetence 49 Interpretive Variability 50 Organizational
Embeddedness Part 51 Biographical Work 52 Biography as Work 53 Biographical
Work Settings 54 The Use of Expertise 55 Images and Audiences 56
Interviewing as Biographical Work 57 Biography and Power Part 58
Re-envisioning the Life Course 59 Interpretive Control 60 The
Deprivatization of Experience 61 Narrative Malleability 62 Private Lives,
Public Interpretations 63 Agency, Diversity and the Moral Order 64 The
Utility of the Life Course