- Students should be able to explain the life course perspective, its core theoretical elements and its history and development.
- Students should be able to apply the life course perspective to core themes in sociology, such as educational and labor market careers and family life.
- Students should be able to formulate research questions from a life course perspective.
- Students should be able to derive hypotheses from a life course perspective.
- Student should be able to demonstrate English language skills in discussing, presenting, close-reading and writing about the life course research perspective.
A life course effect may be defined as the consequence of a sociological transition and/or development of a person, social group, organization, or country experiences. Life course transitions affect outcomes that have been the subject of different segments of sociological research. In this course, we will introduce the life course perspective as an overarching framework to look at the interrelatedness, path-dependency and context-dependency of the life course, transitions, events and effects. We focus on applying the life course perspective to core themes in sociology, including educational and labor market careers and family life. Students will be asked to read research papers on these subjects and identify how a life course perspective has and could further our theoretical and empirical knowledge on that theme. To illustrate that applying a life course perspective is a fruitful manner to elaborate existing sociological theories, students will also be asked to deduce new and interesting hypotheses from a life course perspective on presented themes.
The course expects a very active role on behalf of the students. Students will prepare presentations, discuss the literature and carry out prepatory assignments. The development of presentation skills, debating skills and reading skills constitutes an integral part of this course. The course is given in English.