Intergenerational Strategies for Promoting Lifelong Learning and Education

Kaplan, Matthew; Sánchez, Mariano; Hoffman, Jaco

doi:10.1007/978-3-319-47019-1_5

Cited by 3 publications

(3 citation statements)

References 26 publications

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“…The first type embeds community-based programs involving community-dwelling older adults, which are mostly carried out in public social centres [23–25] and schools [26–28]. This type includes intergenerational service–learning [29–32] and reverse mentoring programs [33, 34], aimed at enhancing Intergenerational Learning [35–37] and Transformative Learning [38–40].…”

Section: Introductionmentioning

confidence: 99%

Intergenerational Programs Involving Adolescents, Institutionalized Elderly, and Older Volunteers: Results from a Pilot Research-Action in Italy

Santini

Tombolesi

Baschiera

et al. 2018

BioMed Research International

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Changes in traditional family structures, public policy arrangements, and new family care patterns are reducing opportunities for interaction between younger and older people in Europe and in Italy, especially when the latter live in residential care facilities. This may bolster age-related stereotypes in both generations and end up with affecting older people's self-confidence, devaluing their emotional and relational capabilities. “Let's Re-Generate” is a pilot research-action project—based on an intergenerational program carried out in a nursing home in Central Italy—which aimed at prompting institutionalized older people and adolescents in the community to enhance intergenerational ties through various shared activities. Results from focus groups with 25 teenagers and in-depth interviews with 16 older residents and 16 older volunteers provide an in-depth insight on the positive impact of intergenerational programs, which foster the interaction between different ages, help overcome age-related stereotypes, and improve older people's mental well-being and older volunteers' generativity. The main recommendation emerging from this study is that intergenerational activities should be integrated in the daily routine of nursing homes, acting as useful tools for fostering older residents' capability of reacting to dependency and social isolation.

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Section: Introductionmentioning

confidence: 99%

Intergenerational Programs Involving Adolescents, Institutionalized Elderly, and Older Volunteers: Results from a Pilot Research-Action in Italy

Santini

Tombolesi

Baschiera

et al. 2018

BioMed Research International

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“…The reason why these kinds of AA initiatives seem to encounter more problems may be the difficulty of recruiting individuals from different generations. This may be due to a lack of interest from both sides in interacting with each other [35], as well as a lack of promotion of the few opportunities/programs that favour such "contaminations", e.g., intergenerational learning programs [36,37]. This may also pose problems in terms of intergenerational team building, within the initiative [38].…”

Section: Discussionmentioning

confidence: 99%

Identifying Active Ageing Policy Needs at the Meso-Level

Quattrini,

Principi,

Lucantoni

et al. 2024

Sustainability

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Active ageing (AA) is recognised as a concept leading to positive benefits for individuals and society; however, its operationalization at the policy level presents challenges. In particular, while AA implies the interplay between macro, meso, and micro levels, the topic of AA policy needs at the meso level is underresearched. In order to increase knowledge in this area, the present study investigated a total of 154 organisations through a self-administered questionnaire in the Italian Marche region. Of these organisations, 111 reported having implemented 192 AA initiatives. The main policy needs identified concern requests for help in planning and sustainability, as well as economic and human resources. The presence of needs at the policy level was associated with the specific AA domain of volunteering and civic engagement and seemed to be present when initiatives dealt with the reduction of inequalities in terms of generational differences and differences in terms of digital skills. To appropriately manage policy needs, those results call for policy action in order to involve representatives of meso-level organisations through co-decisional policy tools and to promote intergenerational programmes in general and in the field of digitalization in particular, given its benefits for both generations.

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“…Recent years have seen increased emphasis on lifelong learning and intergenerational relationships throughout much of the world in response to turbulent and rapidly changing economic, social, and ecological conditions [1,2]. Global warming as a result of human-induced climate change continues to wreak havoc in much of the world as severe weather events hammer economies and eradicate whole communities [3,4].…”

Section: Introductionmentioning

confidence: 99%

Indigenous Intergenerational Resilience and Lifelong Learning: Critical Leverage Points for Deep Sustainability Transformation in Turbulent Times

Williams

2024

Sustainability

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Rapidly changing conditions and the complexity and interconnectedness of global challenges means that learning across the lifespan is more important than ever. Equally critical are sustainable planetary futurities and associated pedagogical practices which reach beyond the imposition of settler temporalities, modernist technological solutions, and western cognitive imperialism as a means of responding to our cultural-ecological crisis. Pedagogical practices must actively work with diverse generational realities and impacts associated with the cultural, ecological, and climate emergency. This paper reports on a growing conversation across diverse cultural biospheres regarding inclusive Indigenous-led strategies of multi-generational resilience addressing human–environmental wellbeing. Adopting an inclusive Indigenist theoretical and methodological approach, it narrates the epistemological and relational practices of several multigenerational pedagogical forums (land-based and virtual) based in and out of Turtle Island/Canada from 2015–2023. Based on an Indigenist research paradigm and qualitative research methods pertaining to one multi-day land based learning summit and three online virtual learning forums, a thematic analysis of key findings relating to pedagogical practices, intercultural and intergenerational themes, and the shifting dynamics of multi-generational resilience work is provided. Themes include the critical importance of epistemological shifts over time; Indigenous multi spatial-temporalities; relational rather than binary or even hybrid views of sexual, gendered, ethnic, and racial identities within cultural-ecological restoration work; the relevance of transnational gatherings; and the adaption of pedagogical practices to meet fluctuating local–global conditions. The paper then summarizes the key elements of lifelong learning within an Indigenist approach to cultural-ecological restoration work, and concludes with a discussion regarding the relevance of this approach in reorientating three previously identified leverage points for accelerating sustainability transformation.

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Intergenerational Strategies for Promoting Lifelong Learning and Education

Cited by 3 publications

References 26 publications

Intergenerational Programs Involving Adolescents, Institutionalized Elderly, and Older Volunteers: Results from a Pilot Research-Action in Italy

Intergenerational Programs Involving Adolescents, Institutionalized Elderly, and Older Volunteers: Results from a Pilot Research-Action in Italy

Identifying Active Ageing Policy Needs at the Meso-Level

Indigenous Intergenerational Resilience and Lifelong Learning: Critical Leverage Points for Deep Sustainability Transformation in Turbulent Times

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