New approaches to the topics of old age and becoming old depicted in a range of texts from modern literature. The central focus of this book is the experience of growing old as represented in literature from the mid-nineteenth century to the present day: an experience shaped by changes in longevity, a new science of senescence, the availability of state pensions, and other phenomena of recent history. The collection considers the increasing prominence of stories of ageing, challenging the idea that old age is an uneventful time outside of the parameters of literary narrative. Instead, age increasingly is the story. As the older population swells, political crises are construed as the old stealing from the young, and the rights of older people are sacrificed to the economics of care, it becomes ever more important to think about and question, as literature does, the symbolic aspects of ageing - the cultural imaginary that determines the way that society sees old age. The work in this volume explores age stories in relation to futurity, precarity and climate change. It brings to light narratives of resistance to colonial imperialism and reproductive futurism framed in terms of age; and tests the lived experience of growing old and the challenge it offers to individualistic conceptions of selfhood, work and care. The literary works examined - hailing from England, North America, Japan and the Caribbean, and including texts by Margaret Drabble, Samuel Beckett and Matthew Thomas - ask how we feel about ageing - so often the determinant of how we think about it.

When the term "ageism" was coined in 1969, many problems of exclusion seemed resolved by government programs like Social Security and Medicare. As people live longer lives, today's great demotions of older people cut deeper into their self-worth and human relations, beyond the reach of law or public policy. In Ending Ageism, or How Not to Shoot Old People, award-winning writer and cultural critic Margaret Morganroth Gullette confronts the offenders: the ways people aging past midlife are portrayed in the media, by adult offspring; the esthetics and politics of representation in photography, film, and theater; and the incitement to commit suicide for those with early signs of "dementia." Gullette presents evidence of pervasive age-related assaults in contemporary society and their chronic affects. The sudden onset of age-related shaming can occur anywhere-the shove in the street, the cold shoulder at the party, the deaf ear at the meeting, and the shut-out by the personnel office. Turning intimate suffering into public grievances, Ending Ageism, Or How Not to Shoot Old People effectively and beautifully argues that overcoming ageism is the next imperative social movement of our time.

Americans enjoy longer lives and better health, yet we are becoming increasingly obsessed with trying to stay young. What drives the fear of turning 30, the boom in anti-aging products, the wars between generations? What men and women of all ages have in common is that we are being insidiously aged by the culture in which we live.
In this illuminating book, Margaret Morganroth Gullette reveals that aging doesn't start in our chromosomes, but in midlife downsizing, the erosion of workplace seniority, threats to Social Security, or media portrayals of "aging Xers" and "greedy" Baby Boomers. To combat the forces aging us prematurely, Gullette invites us to change our attitudes, our life storytelling, and our society. Part intimate autobiography, part startling cultural expose, this book does for age what gender and race studies have done for their categories. "Aged by Culture" is an impassioned manifesto against the pernicious ideologies that steal hope from every stage of our lives.

A concise and lively guide for college and university teachers, this collection of essays provides insights and solid advice for beginners as well as more experienced teachers. For the past eight years, the Harvard-Danforth Center for Teaching and Learning has been organizing programs that seek to improve university instruction. As part of these programs, the Center sponsors a faculty seminar on teaching lead by noted Harvard Professor C. Roland Christensen. The authors of this book-teachers in a wide variety of academic fields-were all participants in the seminar. In writing the book together, they drew on the Center's resources and on their combined store of skills, techniques, and attitudes. Topics include preparing for the first day of class, delivering good lectures, leading effective discussions, using the rhythms of the semester, teaching essay writing, grading and evaluation, and learning how to become a better teacher. The authors offer workable solutions for problems that every instructor faces and suggest strategies that will enrich the classroom experience for both teachers and students.