By Brian Findsen, Marvin Formosa (eds.)
This vital publication builds on fresh courses in lifelong studying which specialise in studying and schooling in later lifestyles. This paintings breaks new floor in overseas understandings of what constitutes later lifestyles studying throughout different cultures in manifold nations or areas the world over. Containing forty two separate country/regional analyses of later lifestyles studying, the final importance is living in insiders’ conceptualisations and critique of this rising sub-field of lifelong studying and grownup education.
International views on older grownup schooling offers new appreciation of what's taking place in nations from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored through grownup educators and/or social gerontologists in respective geographical components. those analyses are contextualised via a radical creation and demanding appraisal the place traits and clean insights are published. the result of this e-book is a never-before on hand critique of what it capacity to be an older learner in particular international locations, and the accompanying possibilities and obstacles for studying and education.
The sub-title of analysis, coverage and perform conveys the territory that authors traverse during which rhetoric and fact are interrogated. insurance in chapters comprises conceptual research, old styles of provision, coverage advancements, theoretical views, examine experiences, demanding situations confronted via nations and “success tales” of later existence studying. the ensuing impression is a shiny portrayal of an enormous array of studying that happens in later existence around the globe.
Brian Findsen is Professor of schooling and Postgraduate chief for Te Whiringa tuition of academic management and coverage, school of schooling, collage of Waikato, Hamilton, New Zealand.
Marvin Formosa is Head of the dept of Gerontology, college for Social wellness, collage of Malta, and Director of the overseas Institute on getting old (United countries - Malta).
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Extra resources for International Perspectives on Older Adult Education: Research, Policies and Practice
Gleeson, L. (2007). Men’s sheds in Australia: Learning through community contexts. Adelaide: NCVER. , & Foley, A. ). (2014). Men learning through life. Leicester: NIACE. Habermas, J. (1984). The theory of communicative action. Vol. 1: Reason and the rationalisation of society. Boston: Beacon. , & Simons, B. (2009). The Brotherhood’s social barometer: Living the second fifty years. Fitzroy: Brotherhood of St Laurence. 34 B. Golding and H. , & Huggins, S. (2012).
The second part considers updated organizational tendencies produced during the last two decades. 1 The Institutionalization of Older Adult Education Institutionalization of older adults’ education started in the 1980s (Yuni and Urbano 2006a, b) as a result of the convergence of multiple socio-political factors (Zolotow 2004). But the return to democracy in 1983 meant the revitalization of the Reform principles in the universities1 (Rodríguez 2009). The creation of the Department of Middle and Third Age in the National University of Entre Ríos in 1984 is considered as the landmark in older adult education in Argentina.
In Australia, forerunners to the community men’s sheds movement are the neighbourhood houses and learning centres (which appeal more to women) and before them mechanics institutes, whose foci were less about formal education and more about popular education and ‘enlightenment’ of those previously not connected through learning. 8 Conclusion Our chapter is premised on positive findings of research that show that the subjective wellbeing of adults depends not so much on their health as on a range of contextual and social factors, among which social engagement plays an important role in Australia.
International Perspectives on Older Adult Education: Research, Policies and Practice by Brian Findsen, Marvin Formosa (eds.)