Introduction

This chapter will explore the concept of life course, the terminology used, and some of the challenges to it. It will soon become apparent that there is no one ‘theory of the life course’ and that perhaps it is more accurate to talk of ‘theories of the life course’. Even better, it should be seen not so much as a theory but as an approach or framework which evokes a series of questions and perspectives. It is therefore not an approach which seeks to offer a meta-theory or makes an argument for a particular normative value. Rather, it is a way of looking at human lives, interactions and issues. This chapter will start by exploring some of the definitions of life course theory and then explore some of its key themes.

Defining life course theory

Life course theory has become widely acknowledged as a respected approach which is used by many international bodies, including, for example, the World Health Organization. It has been used in a range of disciplines, but often with somewhat different understandings. It is now part of the academic mainstream.

All versions of life course theory accept that it is about examining people's lives over time, through the different stages and events which give lives meaning. It seeks to explore the factors that shape our lives. It examines what causes and marks changes in a life and what influences its direction. Clearly age is a part of what can demarcate different stages of life, but to see life as simply a pre-determined biological journey is hopelessly simplistic. There are a host of cultural, social and economic factors impacting on life that can be used to describe its direction and narrative. This book will focus on the law as a key feature which shapes the stages and course of life.

Here are some definitions of life course theory from the literature. Glen Elder Jr, who is widely regarded as the pioneer of the theory, offered the following statement on the life course perspective: