2002
DOI: 10.1525/aa.2002.104.3.865
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On the Limits of Life Stages in Ethnography: Toward a Theory of Vital Conjunctures

Abstract: This article argues for a new anthropology of the life course, one founded in indeterminacy and innovation. The fact that vital life events are rarely coherent, clear in direction, or fixed in outcome dramatically limits the usefulness of the life cycle model. In its place, I propose a unit of social analysis based in aspiration rather than event. I call this the vital conjuncture-integrating the "vital" of demographic vital events with Bourdieu's conception of the conjuncture of structure and action. Vital co… Show more

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Cited by 314 publications
(245 citation statements)
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References 26 publications
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“…In Lesotho and Malawi, marriage plays a key part in transfers of resources and allocation of labour between generations. There are entrenched social expectations governing such transfers that in part reflect historic economic situations and shape the possible "social futures" (Johnson-Hanks, 2002) open to young people. Marriage can be undertaken as a means of accessing resources or labour but it also entails responsibilities, not only to a spouse but to other generations.…”
Section: Discussionmentioning
confidence: 99%
“…In Lesotho and Malawi, marriage plays a key part in transfers of resources and allocation of labour between generations. There are entrenched social expectations governing such transfers that in part reflect historic economic situations and shape the possible "social futures" (Johnson-Hanks, 2002) open to young people. Marriage can be undertaken as a means of accessing resources or labour but it also entails responsibilities, not only to a spouse but to other generations.…”
Section: Discussionmentioning
confidence: 99%
“…These include growing aspirations and increasing pressure on young people and their families to manage lifecourse transitions in neoliberal working environments with precarious job prospects at all levels of educational training (e.g. Jeffrey and Dyson, 2008;Johnson-Hanks, 2002;Punch, 2002;Morrow, 2013;Vasarik Staub, 2015). A range of theoretical and empirical perspectives have proved useful in capturing young people's present educational realities and future perspectives (Brown et al, 2012;Ecclestone et al, 2010;Hörschelmann, 2011;Skelton, 2002;Valentine, 2003).…”
Section: Research On Educational Selection and Geographies Of Educationmentioning
confidence: 99%
“…Transitions studies, however, have been criticized for being incapable of grasping young people's complex life paths in times of rapid socioeconomic change, and for reducing youth to a transitory state of becoming 'rather than a recognized stage in its own right with distinctive experiences and issues' (Skelton 2002, p. 103). Furthermore, the changes that have traditionally been associated with growing up, such as finding a job, leaving home, getting married and becoming a parent, may occur simultaneously or not at all and many of them are reversible (Johnson-Hanks, 2002;Valentine 2002). This is especially the case in the global South where rather than passing through neat and linear life stages young people traverse back and forth between fluid boundaries of time and place specific notions of childhood, youth and adulthood (Burgess, 2005;Christiansen et al 2006;Honwana and de Boeck, 2005;Johnson-Hanks, 2002;Langevang, 2008;van Blerk, 2008).…”
Section: Conceptualizing and Researching Youthmentioning
confidence: 99%