Intergenerational Learning in Different Contexts

Kump, Sonja; Krašovec, Sabina Jelenc

doi:10.1007/978-94-6209-902-9_14

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…Older workers may learn more about ICT from younger ones; young employees may learn much about organizational culture from older ones. Rationales for intergenerational learning (including the workplace) are discussed by Kump and Krasovec (2014), and they include social identity and conflict theories in the explanations. In this instance, intergenerational learning can potentially enhance social capital (Field, 2003) and clarify aspects of contestation for resources among different age cohorts.…”

Section: Social Stratification In the Workplacementioning

confidence: 99%

Older Workers’ Learning Within Organizations: Issues and Challenges

Findsen

2015

Educational Gerontology

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As increasing numbers of older adults stay in the workforce or engage in encore careers, they are subjected to diverse issues and challenges. The new dynamics of the workplace in a global market exert pressure on older workers and employers alike in which training and development has a potentially significant function for achieving greater productivity and job satisfaction. This article discusses the changing workplace and the diverse range of learning opportunities that may be available to older workers. The article then addresses selected issues of overcoming stereotypical assumptions about the capabilities of older workers, age stratification at work, and the differing perspectives of managers and employees to learning opportunities. The article argues for a negotiated process of learning where significant autonomy is assumed by workers.

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Section: Social Stratification In the Workplacementioning

confidence: 99%

Older Workers’ Learning Within Organizations: Issues and Challenges

Findsen

2015

Educational Gerontology

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“…Intergenerational learning, as a mutual process of knowledge exchange between members of different generations (Gerpott et al, 2017) allows combining, complementing and constructing knowledge, wisdom, skills, competencies, attitudes, norms and values between generations (Brower et al, 2021;Kaplan et al, 2020;Sprinkle & Urick, 2018). Due to modern social tendencies, results of scientific research and scientific knowledge, the beneficial effect of intergenerational learning and cooperation is recognized for all participants individually, and for progress, community cohesiveness, and acquisition of community social capital (Alonso et al, 2020;Del Gobbo et al, 2017;Gallagher & Fitzpatrick, 2018;Kump & Jelenc Krašovec, 2014;Kuyken et al, 2018;Sprinkle & Urick, 2018). In European countries, including Slovenia, intergenerational learning is increasingly present in many areas of life and work.…”

Section: Conceptual or Theoretical Frameworkmentioning

confidence: 99%

“…The results of the research of Brücknerova & Novotny (2015) indicate the importance of intergenerational cooperation for educational workers in the context of lifelong learning. In their study, Alonso et al (2020) highlight intergenerational participation as important for acquiring general and special competencies of participants: students and elderly, and for meeting the social and environmental needs of the community, while Kump & Jelenc Krašovec (2014) point out that intergenerational cooperation contributes to community cohesion in different contexts.…”

Section: Social (Cohesion) Professional and Personal Wellbeingmentioning

confidence: 99%

Intergenerational learning and cooperation: A perspective of preschool teachers

Vodopivec¹,

Partalo²,

Sinđić³

2022

CJES

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The study explores intergenerational learning and cooperation in kindergarten. Given the importance of intergenerational learning in education and recognizing that intergenerational learning in kindergarten takes place in many and different interactions between different participants (preschool teachers, children, parents, grandparents, etc.), the perspective of preschool teachers on intergenerational learning was studied. The aim was to explore the perspective of preschool teachers on the factors of intergenerational learning and cooperation in kindergarten. A quantitative research paradigm that has cross-sectional design features was used. An online scaling technique was used to collect relevant data. Consistent with ethical considerations, data collection was voluntary and anonymous. Factor analysis identified three factors that indicate the perspective of Slovenian preschool teachers on intergenerational learning: challenges of intergenerational interaction, social (cohesion), professional and personal wellbeing and innovative intergenerational learning practices grouped into two polarized dimensions. Keywords: intergenerational learning, innovative practices, intergenerational interaction, social cohesion, preschool teachers.

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“…Like Mannion (2012, see above), Kump and Krašovec (2014) review the rise of intergenerational approaches to learning and they emphasize the extrafamilial aspects. They suggest intergenerational learning programs are now appearing in various forms in schools, community organizations, hospitals, and beyond.…”

Section: Moving From Solely Intrafamilial To Include Extrafamilial Inmentioning

confidence: 99%

“…They suggest intergenerational learning programs are now appearing in various forms in schools, community organizations, hospitals, and beyond. Kump and Krašovec (2014) note that intergenerational learning is connected to community education since it involves active participation for a common good. Intergenerational learning, like community education, can be social and collaborative, and be dedicated to mutual empowerment, community renewal, intergenerational solidarity, and social equity.…”

Section: Moving From Solely Intrafamilial To Include Extrafamilial Inmentioning

confidence: 99%

Intergenerational Education and Learning: We Are in a New Place

Mannion

2016

Families, Intergenerationality, and Peer Group Relations

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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

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Intergenerational Learning in Different Contexts

Cited by 6 publications

References 13 publications

Older Workers’ Learning Within Organizations: Issues and Challenges

Older Workers’ Learning Within Organizations: Issues and Challenges

Intergenerational learning and cooperation: A perspective of preschool teachers

Intergenerational Education and Learning: We Are in a New Place

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