Volunteer Work and Informal Learning

Duguid, Fiona; Mündel, Karsten; Schugurensky, Daniel

doi:10.1007/978-94-6209-233-4_2

Cited by 11 publications

(12 citation statements)

References 66 publications

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“…Informal learning refers to the knowledge, skills, and attitudes that individuals acquire from their experiences, which go beyond organized and systematic educational opportunities offered either by state-approved educational institutions (formal learning) or by other social agencies (nonformal learning; Schugurensky & Myers, 2008). Informal learning may be self-directed (conscious and intentional), incidental (conscious and unintentional), or socialization learning (unconscious and unintentional; Duguid, Mündel, & Schugurensky, 2013). While learning through civic participation could include some systematic, nonformal learning, much of the actual learning that occurs is unplanned and spontaneous (Ilsley, 1990), frequently incidental learning (Ross-Gordon & Dowling, 1995).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, there is a learning dimension intrinsic to the experience of civic participation itself, and its understanding might be critical to both individuals and organizations (Schugurensky, 2002). This has been a common claim among theorists of participatory democracy (e.g., Pateman, 1970) and social movement organizations (e.g., Hall, 2006) that has nevertheless rarely been explored empirically (Duguid, Mündel, & Schugurensky, 2013). In view of the somewhat minimal literature in this area (Schugurensky, 2013), the intent of this article is to contribute to a deeper understanding of the relationship between learning and civic participation in later life.…”

Section: Introductionmentioning

confidence: 99%

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Learning Through Political Participation

Serrat

Petriwskyj

Villar

et al. 2016

Adult Education Quarterly

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Older people's civic participation contributes to community development while at the same time providing opportunities for personal growth in later life. One important dimension of civic participation that has been largely underexplored is informal learning. The aim of this study is to explore the learnings experienced by Spanish older people through their participation in political organizations as one important type of participation that has received little attention in the literature to date. A total of 192 people aged 65 years and older and actively engaged in three kinds of political organizations participated in the study. Participants answered an open-ended question regarding learnings through political participation. Results show a range of informal learnings, relating to social, political, or instrumental domains. Both the type of organization and some sociodemographic and participatory characteristics are associated with the type of learnings experienced by participants. Implications for political organizations are discussed.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Learning Through Political Participation

Serrat

Petriwskyj

Villar

et al. 2016

Adult Education Quarterly

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“…Literatura koja podržava informalno učenje u 54 PSIHOLOŠKA ISTRAŽIVANJA VOL. XXI 1 prirodnim naukama u značajnom je razvoju (Aikenhead, 2006;Banks i sar., 2007;Bell i sar., 2009;Brown i Kloser, 2009;Duguid, Mündel, i Schugurensky, 2013;Kimonen i Nevalainen, 2017;Lee i Roth, 2003;Rahm, 2010;Roth i Tobin, 2001;Roth, Robin, i Zimmermann, 2002;Roth i Calabrese Barton, 2004;Ryder, 2001 Značajna je razlika ovog predloga u odnosu na prvi predlog sa naše liste. U prvom slučaju, škola, prateći obrazovne ciljeve, bira "treće prostore" tako da svakodnevni život dece smisleno poveže s redovnim, planiranim kurikulumom.…”

Section: Predlozi Za Uspostavljanje Veza Između Formalnog I Informalnunclassified

Informal learning seeks its place in formal education contexts

Antic¹

2018

Psihol istraživanja

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se dovode u vezu specifičnosti učenja u dva konteksta − formalnom i informalnom. Uporedićemo pojedine aspekte tih učenja, potencijale i ograničenja svakog od njih u odnosu na zahtev da se realizuju obrazovni i vaspitni ciljevi kojima se jedinka u razvoju priprema za ravnopravnu participaciju u društvu. Granice između tih okruženja, iz perspektive onoga ko uči, nisu tako jasne i stabilne jer svaka osoba prenosi sva svoja iskustva kroz sve kontekste u kojima uči, one su više vidljive za aktere koji planiraju i realizuju podučavanje. U drugom delu rada predložićemo pravce za plansko uključivanje informalnog učenja u formalni obrazovni kontekst, čime uslovi za razvoj jedinki postaju značajno podsticajniji. Ključne reči: učenje u informalnom kontekstu; učenje u formalnom kontekstu; učenje u školi; nastava/učenje prirodnih nauka Mi se rađamo i umiremo, između toga učimo. (Clark, 2005) Uvod Brojne su danas kritike formalnog obrazovanja. Zadržaćemo se samo na onima koje su relevantne za temu rada. Smatra se da u obrazovnoj teoriji, politici i praksi postoji naglašena dominacija formalnog učenja i obrazovanja 1 Rad je nastao u okviru projekta Identifikacija, merenje i razvoj ko gnitivnih i emocionalnih kompetencija važnih društvu orijentisanom na evropske integracije (br.179018) koji finansira Ministarstvo prosvete, na uke i tehnološkog razvoja Republike Srbije. 2 slobodanka.antic@gmail.com 42 PSIHOLOŠKA ISTRAŽIVANJA VOL. XXI 1

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“…However, existing programs and educational policies mainly focus on the potential economic gains associated with lifelong learning that comes through personal and career development both at the individual and societal levels (Jackson, 2011; Jenkins, 2011). As such, existing lifelong learning programs often may not be suitable to generative older adults who wish to be engaged in emotionally meaningful activities (e.g., volunteering, community service; Duguid, Mündel, & Schugurensky, 2013).…”

Section: Benefits Of Lifelong Learningmentioning

confidence: 99%

“…Moreover, volunteer-related learning could take place not only in nonprofit organizations but also in broader community settings (Livingstone, 2010). Learning from volunteer activities is unique and complimentary to traditional lifelong learning programs in classroom settings, which often lack hands-on training and opportunities to use learning outcomes to contribute to communities/society (Duguid et al, 2013; Eyler, 2002). In a nutshell, volunteering has great potential as a service learning component of lifelong learning programs because of the beyond classroom learning experience, additional social networking, and the opportunity to be engaged in emotionally gratifying activities (Lightfoot & Brady, 2005; Wilson et al, 2006).…”

Section: Potential Role Of Volunteering In Lifelong Learning Programsmentioning

confidence: 99%

Older Lifelong Learners’ Motivations for Participating in Formal Volunteer Activities in Urban Communities

Yamashita

López

Soligo

et al. 2017

Adult Education Quarterly

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In recent years, volunteering has received increasing attention as a unique form of learning, one which may complement lifelong learning programs for older adults. This study examined the underlying volunteer motivations as well as formal volunteer behaviors among older adult lifelong learners. Data from 277 members of the Osher Lifelong Learning Institute in an urban community in the western part of the United States were analyzed using exploratory factor analysis and binary logistic regression models. Results showed that generativity (i.e., a desire to help next generations or communities), personal development, and well-being are salient underlying volunteer motivators. However, only generativity was associated with actual volunteering among older lifelong learners (odds ratio = 1.55; standard error = .17; p < .05). These findings suggested that existing lifelong learning programs might consider incorporating volunteer-based service learning components into their curricula in order to further promote the benefits of lifelong learning among older adults.

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Volunteer Work and Informal Learning

Cited by 11 publications

References 66 publications

Learning Through Political Participation

Learning Through Political Participation

Informal learning seeks its place in formal education contexts

Older Lifelong Learners’ Motivations for Participating in Formal Volunteer Activities in Urban Communities

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