Life Course Justice and Learning

Abstract

There is a paradox: While life courses are de facto pluralising, the pull to conform to an imagined standard is strong. In this thematic issue, we unpack the question: To whose standards do people cohere over the course of their lives? We seek the answers through the idea of life course justice, by which we mean a critical inquiry into how wealth, opportunities, and privilege are distributed and constrained in certain life stages and situations, and geographically. The dual focus of this thematic issue is thus on how people forge new ways to learn and work and how they try to resolve life course differences.

How do life course events affect the accumulation of digital literacy?: Based on qualitative research of 16 medical university teachers of China

“…Thus, life course theory can serve as both a theoretical basis for cumulative research on teaching literacy, and can be considered an important research topic in the field of educational research. [7] The life course theory paradigm draws on the findings of life-history studies, peer group and age stratification theories, and cultural and generational models to provide researchers with a worldview and methodology for analyzing and solving problems. [8] As urbanization accelerated in the United States in the 1920s and large numbers of medical university people entered the cities, the Chicago School of Thought began to focus on social issues such as immigration, youth transgression, crime, and family marriage.…”

“…Thus, life course theory can serve as both a theoretical basis for cumulative research on teaching literacy, and can be considered an important research topic in the field of educational research. [7]…”