Intergenerational Education and Learning: We Are in a New Place

Abstract

This chapter reviews and synthesizes contemporary theorizations and empirical research on intergenerational education and learning. Fast-changing contexts (such as aging populations, migration, and environmental crises), international policy, and interdisciplinary research all suggest intergenerational education is in a new and exciting "place." At the center of much of the contemporary literature is the idea that contact between generations can and does lead to intergenerational learning for participants. However, this review suggests three emerging and necessary orientations for theory, policy, and practice in support of intergenerational education and learning: (1) the need to shift from looking at program inputs and outputs in a unigenerational manner toward an appreciation of how the processes of intergenerational learning and practice are relationally and reciprocally experienced and impactful across generations; (2) the need to shift from looking at intergenerational learning within families to harnessing the

What monarch butterfly waystation names and characteristics can reveal about program participants

“…Parent and grandparent themed words were featured suggesting the presence of inter‐generational gardening. Intergenerational learning and gardening are ways to improve relationships between generations, strengthen communities and build well‐being (Buffel et al., 2014; Mannion, 2016; Pstross et al., 2017). Habitat creation programs can embrace intergenerational gardening by focusing efforts on locations where intergenerational programming regularly occurs including libraires, places of worship and community centres (McCrea & Smith, 2014).…”

Barriers and facilitators to older adult participation in intergenerational physical activity program: a systematic review

“…Fortunately, establishing a good relationship with children can motivate older adults to continue exercising [ 32 , 42 ], which aligns with Caroline's [ 71 ] research findings, positive intergenerational relationships are mutually beneficial, as children gain experience from older adults, while older adults experience a greater sense of self-worth from children. Additionally, both older adults and children exhibit similarities in physical inclinations, such as balance, strength performance [ 72 ], and mutual needs in social learning [ 73 ].…”

Re-assembling environmental and sustainability education: orientations from New Materialism

“…By this view, learning is an all-age, emplaced process derived from encountering differences within social and material worlds. Because education is traditionally generationally-niched and indoor, intergenerational and outdoor educational practice are seen as particularly relevant (see Mannion 2017).…”