Suchergebnisse

Current demographic trends are calling forth the need to redefine the meaning of old age and its place in society. The concept of active ageing can be seen as a reaction to these efforts to reconceptualise life in old age. This article first briefly describes the context that gave rise to the term 'active ageing' and how this concept is framed as 'ageing well' in national and international documents and in the discourse of gerontology. Based on ethnographic studies of two centres offering leisure activities for seniors (mainly using participant observation and in-depth and informal interviews with clients and employees), the article shows 1) how the idea of active ageing and generally of being active as an desirable or undesirable lifestyle in old age is constructed in the framework of the centre's general operations, and 2) how the clients themselves relate to this idea. The objective of the article is to reveal the significance of active ageing in the formation of a normative image of 'ageing well', which on the one hand helps seniors break away from stereotypical notions of ageing, but on the other hand generates new inequalities based on the ability or willingness to 'age actively'.

The article presents selected results from an ethnographic study on the (re)production of gender in the classroom. In this analysis, gender is conceived as a principle manifested in interactions, a principle that structures the lives of individuals and the collective, and not as a complex of essential characteristics of an individual. Gender is analysed in relation to other categories like age and ethnicity. These represent additional re/constructed categories that influence social inequality. These categories tend to be viewed as natural sources of social difference and the legitimisation of inequalities. An analysis of the ways in which these categories are activated in the social fi eld makes it possible to go beyond the boundaries of research on the reifi cation of these categories. In this article, the author shows how these categories intertwine and connect and how the interplay between them is manifested in the behaviour and strategies of various actors, i.e. students, in the classroom.