Methods in Dialogue: Researching Ageing
Date: 15 October 2009, 3-5pm
Location: University of Manchester, University Place, room 5.211
Workshop summary
'Theorising cohort and generation in empirical research' - Paul Higgs, University College London
The classic paradigm of age, period and cohort renders interminate the relative role of each, as any one term can be always be expressed as a function of the other two. However age has often been seen as the most stable variable in this triad. The cultural turn in ageing studies has questioned this fundamental position of age as a primary source of explanation, raising the prospect of social and historical contingency as alternatives. The focus on a change in age, rather than on age changes, highlights 'period' and 'cohort' effects.
A focus of the ageing of the 'Baby Boomers' illustrates the problem of generation and the temporal location of particular cohorts. The paper will examine these issues and provide examples from a programme of empirical research exploring the extent of a 'generalisation' schism that seperated adult lives before and after the 1960s.
Understanding cause without the story: Strengths and limitations of quantitative longitudinal research when studying ageing - James Nazroo, University of Manchester
This paper will discuss traditional approaches used by quantitative panel studies to understanding cause, and more contemporary innovations in such studies designed to deal with measurement issuesand those related to establishing time order. It will also include a broader discussion of how cause is understood in such studies and the limitations of such an approach.
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'Older People's Involvement in Research: why, hows and so-what' - Lorna Warren, University of Sheffield
In my talk, I will offer a brief overview of reasons for and approaches to older people's involvement in research before looking at my own experience of working with older women in finding out about their lives and desires to 'have to say' in policy and planning. The main focus will be on practical and ethical issues for notions of 'expert knowledge' will also be raised.
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