Learning across Generations in Europe

This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse ...

Learning across Generations in Europe

"Learning across generations in Europe: Contemporary issues in older adult education constitutes an important book in the emergent field of study of older adult learning. The book gives a clear and wide overview on the different concepts, ideas, and meanings, related to older adults’ education, learning and intergenerational learning through strong theoretical standpoints, empirical research, and policy directions. The field of older adult education has expanded immensely in recent years since it raised questions that are connected to a rapidly ageing society in very turbulent times of economic and social changes in Europe. This book provides the basis for an in-depth analysis of the understandings and interpretations of education and learning in later-life, rethinking the development of different approaches for education of older adults, as well as diverse research and evaluation of different forms of older adults’ education and learning. It brings together both orthodox approaches to educational gerontology and older adult learning on important emerging issues faced by educators around the globe. The chapters address the contemporary differentiated discussion on diverse phenomena labelled ranging from intergenerational learning to older men learning, providing robust impulses for the development of further theoretical and empirical research on older adult and intergenerational learning. It is the editors’ intention that this collection of papers acts as a persuasive argument for formal and non-formal learning agencies to open more doors for older adults. Bernhard Schmidt-Hertha Ph.D. is Full Professor of educational science with focus on continuing education and further vocational training at Institute of Education, University of Tuebingen. His research and writings address the topics of adult education, intergenerational learning, informal adult learning, and higher education Sabina Jelenc Krašovec Ph.D. is Associate Professor of adult education within the Department of Educational Sciences, Faculty of Arts, University of Ljubljana. Her research and writings focus on the education of vulnerable adults, and more recently, on older adult learning in the community and non-formal contexts. Marvin Formosa Ph.D. is co-ordinator of the Gerontology Unit, Faculty for Social Wellbeing, University of Malta. Recent publications include Lifelong Learning in Later Life: A Handbook on Older Adult Learning (with Brian Findsen, 2011) and Population Ageing in Malta: Multidisciplinary Perspectives (with Charles Scerri, 2015). "

Exploring the Virtual World of Learning Across G Information and Communications Technology for the Educational Support of Immigrant Youth

The idea for this book came about as a result of the ICT Guides project, which was funded by the Erasmus+ programme .

Exploring the Virtual World of Learning Across G   Information and Communications Technology for the Educational Support of Immigrant Youth

The idea for this book came about as a result of the ICT Guides project, which was funded by the Erasmus+ programme . The project was carried out in 2015-2018 in Gothenburg (Sweden), Berlin (Germany), Madrid (Spain) and Sheffield (United Kingdom). The cities identified for the project all have a relatively high percentage of young school students with immigrant backgrounds. This group of Europeans in particular are at risk of early school leaving, and are over-represented in terms of unemployment. The book addresses the issue of information and communication technology (ICT) use in an educational environment, and presents research results from the ICT Guides project. In order to discuss how ICT can be used as a means to prevent early school leaving among immigrant youth, this book explores the literature on how learning can be understood in the intergenerational context (Chapter 1); what the challenges are in preventing early school leaving (Chapter 2), and the prospects for ICT in education (Chapter 3). Finally, we present the findings of an empirical study on intergenerational learning with the use of information and communications technology (Chapter 4). As reports on youth in Europe show, young immigrants are most at risk of social exclusion. Employment is a strong protective factor against the risk of poverty, and - as identified in the EU 2020 strategy - one of the most important targets for a smart, sustainable and inclusive Europe. Immigrant youths suffer from having an incomplete education, partly because of the economic crisis in Europe, and partly because of the military conflicts and strife in places such as Syria and Afghanistan. Our findings highlight the fact that ICT-supported learning is a significant sociocultural platform for knowledge exchange, at the same time reducing intergenerational and cultural distance. It helps work toward the common good, creates a sense of belonging and ensures mutual support, and encourages better understanding and harmonious coexistence between young immigrants and older citizens. The function of ICT in intergenerational learning is changing, from serving as its catalyst to facilitating its participants' learning about each other.

Game Based Learning Across the Lifespan

Cross-Generational and Age-Oriented Topics Margarida Romero, Kimberly Sawchuk, Josep Blat, Sergio Sayago, Hubert Ouellet ... In: Schmidt-Hertha B, Krašovec SJ, Formosa M (eds) Learning across generations in Europe.

Game Based Learning Across the Lifespan

The book provides a systemic view of the state-of-the- art of Digital Game Based Learning (DGBL) across the lifespan, from age-specific game design requirements to technological devices that could overcome child and older adult difficulties in the use of DGBL technologies. Other topics include cross-generational digital game-based learning, workplace gaming, exergaming, serious games to tackle societal challenges,and implications of DGBL across the lifespan for game designers. In addition to the state-of-the-art methodologies provided for age-specific gamedesign, development, implementation and assessment, a significant portion of the book focuses on case studies where DGBL have been designed and implemented in every age groups and in cross-generational situations.

Intergenerational Pathways to a Sustainable Society

Learning across generations in Europe. Rotterdam: Sense Publishers. Schneider, R., Tosolini, L., Iacob, M., & Collinassi, G. (2012). Grandparents and grandchildren: Handbook for tutors. EU Lifelong Learning Programme, Retrieved from ...

Intergenerational Pathways to a Sustainable Society

This volume explores intergenerational practices and their impact on social sustainability, with an emphasis on developing programmatic efforts to address profound social challenges such as underperforming educational and work-related systems, failing support systems for dependent or vulnerable populations, and community renewal and regeneration efforts. To this end, the core argument is to present issues related to age, aging, and generations, not only as problems, but as catalysts to facilitate improved quality of life for all generations. For societies to be sustainable, all generations must coexist at any given time and across time (non-contemporary generations). Hence, the ultimate vision presented here is one of intergenerational sustainability as both a conceptual tool and as a call for action. Intergenerational pathways are introduced as strategies for improving health and well-being across the lifespan, strengthening families, improving under-performing educational and work-related systems, and helping to build more cohesive, caring communities. Reviewing some of the historical factors and developments influencing intergenerational studies, as well as presenting regional case studies and comparative research, this book presents successful models that may be applied to everyday multigenerational practices in institutions such as education, family life, housing, healthcare, employment, and community development. The result is an accessible resource for students, academics, policymakers, community leaders, and citizens concerned with creating opportunities amidst challenging demographic and social changes.

International Perspectives on Older Adult Education

2014) provides a snapshot of inter-generational learning across the European continent and highlights how intergenerational learning has immense potential to reach new forms of solidarity between younger and older generations.

International Perspectives on Older Adult Education

This important book builds on recent publications in lifelong learning which focus on learning and education in later life. This work breaks new ground in international understandings of what constitutes later life learning across diverse cultures in manifold countries or regions across the world. Containing 42 separate country/regional analyses of later life learning, the overall significance resides in insiders’ conceptualisations and critique of this emerging sub-field of lifelong learning and adult education. International perspectives on older adult education provides new appreciation of what is happening in countries from Europe (14), Africa (10), the Americas (7), Asia (9) and Australasia (2), as authored by adult educators and/or social gerontologists in respective geographical areas. These analyses are contextualised by a thorough introduction and critical appraisal where trends and fresh insights are revealed. The outcome of this book is a never-before available critique of what it means to be an older learner in specific nations, and the accompanying opportunities and barriers for learning and education. The sub-title of research, policy and practice conveys the territory that authors traverse in which rhetoric and reality are interrogated. Coverage in chapters includes conceptual analysis, historical patterns of provision, policy developments, theoretical perspectives, research studies, challenges faced by countries and “success stories” of later life learning. The resultant effect is a vivid portrayal of a vast array of learning that occurs in later life across the globe. Brian Findsen is Professor of Education and Postgraduate Leader for Te Whiringa School of Educational Leadership and Policy, Faculty of Education, University of Waikato, Hamilton, New Zealand. Marvin Formosa is Head of the Department of Gerontology, Faculty for Social Wellbeing, University of Malta, and Director of the International Institute on Ageing (United Nations - Malta).

Entrepreneurship Across Generations

I was learning big time and I was learning all about these super duper guys and I've mentioned some of them. ... He took the approach he described as 'going European', introducing practices that he had participated in, and learned from, ...

Entrepreneurship Across Generations

ÔThere is so much to praise in this important and timely book. Drawing on unique, fresh and intimate qualitative studies of families and the complex histories of their lives and businesses, the book will invigorate entrepreneurial studies with its intricate, theoretically bold and innovative analysis. The author takes us on a sensitive and fascinating journey with these families, and makes an outstanding contribution conceptually, politically, ethically and methodologically to the field, showing us how narratives are not simply methodological tools but ontological resources for gender and identify formation. It is an elegant and refreshing book which will be a rewarding and enlivening read for students and researchers.Õ Ð Elaine Swan, University of Technology Sydney, Australia ÔThoughtful, perceptive, and meticulously researched, Eleanor HamiltonÕs Entrepreneurship across Generations is an important contribution that will help advance the field of family business studies both conceptually and empirically. Based on fascinating field work with families in business and placing ÒfamilyÓ at the very heart of her study, Hamilton shows, through the stories her subjects tell, just how deeply and complexly family and firm are intertwined. A must-read for all those interested in family firm entrepreneurship.Õ Ð Andrew Popp, University of Liverpool Management School, UK Entrepreneurship across Generations examines dimensions of identity, gender and learning to understand the complex fabric of family business. An interpretation of narratives from two generations in five families constitutes entrepreneurship as an inherently social, rather than individual, phenomenon. This enriching book explains how entrepreneurial capacity is shared between generations, showing how learning is embedded within everyday social practice in the family and the business. It explores patriarchal practice and gendered entrepreneurial identities in family business. The author challenges dominant discourses of entrepreneurship. She argues that entrepreneurial identities are mediated by narrative and subject to constant negotiation within and across generations. With a new perspective on entrepreneurship, this insightful study will be essential and supplementary reading for students and practitioners within the field of entrepreneurship and family business.

Intergenerational Learning in Practice

Boström, A. (2003) Lifelong learning, intergenerational learning and social capital. ... Learning across generations in Europe. Rotterdam, Sense Publishers, pp. 59–73. Freire, P. (1974) Education for critical consciousness.

Intergenerational Learning in Practice

Based on innovative global practice, Intergenerational Learning in Practice presents a unique contribution to the field of intergenerational learning. Drawing on the Together Old and Young (TOY) programme, this book provides a comprehensive background to intergenerational learning, along with tools and resources to help develop and improve your own intergenerational practice. Experienced international authors from Europe, North America and Australia provide a broad array of perspectives on intergenerational learning, ranging from pedagogy to planning and community development, and cover topics including: The context, theory and existing research behind intergenerational learning The changing relationships between young children and older adults Building communities and services for all ages Managing everyday encounters in public spaces between young and old Ensuring quality in intergenerational practice Insights on how intergenerational learning challenges discrimination Intergenerational Learning in Practice is a valuable resource for practitioners and leaders in Early Childhood Education and Care and those working in primary schools, as well as professionals caring for older adults, and those working in community development.

The Palgrave International Handbook on Adult and Lifelong Education and Learning

She argued for a more nuanced understanding of learning itself and who might be so engaged. ... intergenerational learning was manifested in the edited volume entitled Learning Across Generations in Europe (Schmidt-Hertha et al. 2014).

The Palgrave International Handbook on Adult and Lifelong Education and Learning

This Handbook provides a wide-ranging frame of reference for researching adult and lifelong education and learning. With contributions from scores of established and newer scholars from six continents, the volume covers a diverse range of geopolitical and social territories across the world. Drawing on the multiple heritages that underpin research on education and learning in adulthood, this Handbook addresses the inner tensions between adult education, adult learning, lifelong education, and lifelong learning, by using current research and theorizations from disciplinary backgrounds, including philosophy, psychology, biology and neuroscience, anthropology, sociology, history, political science, and economics. It provides an explicit discussion of the differences and tensions between adult and lifelong education and learning, and locates these in different policy and historical contexts, theories and practices. It explores a variety of discipline-based theoretical perspectives, and highlights how these have influenced, and been influenced by, research in the education and learning of adults. The Handbook also explores the inevitable frictions and dilemmas these present, and carefully examines the role of the international dimension in researching education and learning in formal, non-formal and informal contexts, beyond traditional schooling. This state-of-the-art, comprehensive Handbook is the first of its kind to explore adult education, lifelong education and lifelong learning fully as distinct activities on an international scale. It will be an indispensable reference resource for students of education at undergraduate and postgraduate levels, and for academic researchers, professionals and policy-makers concerned with adult and community education, further and vocational education, or work-based training and human resource development.

Inequality Innovation and Reform in Higher Education

In Europe, the publication entitled Learning across generations in Europe: Contemporary issues in older adult ... 2014) has drawn attention to the prospects of crossgenerational interaction, whether planned or more informally-induced.

Inequality  Innovation and Reform in Higher Education

An important backdrop to the achievement of the Millennium Development Goals involves consideration of the impact of a ‘new demographics’ derived from the interaction of two global developments. First, high levels of internal and cross-border mass migration, stimulated by climate change, violence and disparities in wealth and social stability within and between different countries and the global South and North. Second, the phenomenon of increasing longevity and rapidly ageing populations, especially in the developed world. This book explores the central role that socially engaged higher education might potentially play in helping address these challenges, enhancing lifelong learning opportunities and facilitating more positive outcomes for both individuals and societies. The contributors to this book are scholars of higher education and lifelong learning based in twelve countries from Europe (Germany, Ireland, Slovenia, Sweden and the United Kingdom), the Americas (Brazil, Canada, Mexico and the USA), Japan, Australia and New Zealand. “This is an extremely timely and important collection focusing on growing migration and an increase in ageing populations, two major social trends that researchers in higher education often overlook. The multi-level analysis of the role that higher education can play, together with the contributions from 12 countries in the North and South make this one of the most outstanding collections on these themes.” Rajani Naidoo, Director, International Centre for HE Management, University of Bath. “Auguste Comte famously observed that demography is destiny. This superb volume examines the powerful impact of two global demographic trends, and the vital role universities can play in responding to them. The book describes a range of innovative and pragmatic responses, while deepening our understanding of why serving these populations it so important for the health of our communities and our democracies.” Matthew Hartley, Professor and Associate Dean, GSE, University of Pennsylvania. “The powerful synergy of the longevity revolution and the technology revolution necessitates a corresponding education revolution. It is clear that the educational assets acquired in youth and early adulthood no longer provide sufficient currency for longer, big change impacted lives. This timely book examines the benefits of creating an inclusive, rights-based culture of learning at every stage of life.” Alexandre Kalache, Co-President, International Longevity Centre (ILC) Global Alliance and ILC Brazil. “How can we understand the current dynamics of migrations and demographic trends to adapt HE access policies accordingly? By bringing together empirical research in different countries, this book offers an essential insight on this very sensitive issue for both individuals and their societies. A must read for researchers and policy makers.” Gaële Goastellec, Professor of Sociology, University of Lausanne, Chair of the Consortium of Higher Education Researchers. “The contributions cover an admirably wide range of countries, shedding different lights on these common themes. The book sets a challenging and informed agenda which policy-makers and institutional leaders would do well to take seriously.” Tom Schuller, Formerly Head of the Centre for Educational Research and Innovation, OECD.

Educational imaginaries

Folkbildningen viktig för digital inkludering. ... In B. Schmidt-Hertha, S. J. Krašovec, & M. Formosa (Eds.), Learning across Generations in Europe. Rotterdam / Boston / Taipei: Sense Publisher. The European Parliament and The Council ...

Educational imaginaries

This thesis makes use of a genealogical approach to map out and explainhow and why computers and citizenship have become so closely connected.It examines the historical continuities and disruptions, and the role thatpopular education has played in this interrelation. Drawing on previousresearch in the overlap between Swedish popular education history andhistorical computer politics, this thesis adds knowledge about howimaginaries of popular education, operating as silver bullet solutions toproblems with computerization, have had important functions as governingtools for at least 70 years. That is, Swedish popular education has since the1950s been imagined as a central solution to problems with computerization,but also to realize the societal potentials associated with computers. Specifically, this thesis makes two contributions: 1) Empirically, the thesisunearths archived, and in many ways forgotten, discourses around thehistorical enactment of the digital citizen, and the role of popular education,questioning assumptions that are taken for granted in current times; 2)Theoretically, the thesis proposes a conceptual model of educationalimaginaries, and specifically introduces the notion (and method) of‘problematizations’ into these imaginaries. Denna avhandling använder sig av ett genealogiskt tillvägagångssätt för att kartlägga och förklara hur och varför datorer och medborgarskap har kommit att bli så tätt sammankopplade och vilken funktion folkbildning har och har haft i denna relation. Avhandlingen undersöker historiska kontinuiteter och avbrott i perioden från 1950-talet till 2010-talet. Genom att bygga vidare på tidigare forskning i överlappningen mellan svensk folkbildningshistoria och historisk datapolitik bidrar avhandlingen med kunskap om hur folkbildning, och föreställningar om folkbildning, fungerat som en historisk och nutida universallösning, dels för att söka förekomma förutsedda problem med datorisering, men också för att realisera samhälleliga förhoppningar förknippade med den samma. Avhandlingens bidrag är dubbelt: 1) Empiriskt lyfter avhandlingen fram arkiverade och, på många sätt, bortglömda diskurser och folkbildningssatsningar kring datorisering och medborgarskap, samt påvisar dessas relevans för nutida föreställningar om den digitala medborgaren. 2) Teoretisk föreslår avhandlingen en konceptuell modell över framtidsföreställningar kring utbildning, samt introducerar specifikt begreppet (och metoden) ’problematisering’ i dessa föreställningar.

Becoming Scientific

“Intergenerational learning in different contexts.” In Learning across generations in Europe: contemporary issues in older adult education, edited by Hertha, Bernhard Schmidt, Sabina Jelenc Krašovec, and Marvin Formosa, 167177, ...

Becoming Scientific

What does it mean to be ‘sciencey’? Why do some people of all ages engage avidly with space and astronauts, birds and butterflies, chemicals and equations, while others detest and ‘hate’ the very ideas? This book develops in-depth analyses of the ‘science identities’ of very different people—young and old of diverse backgrounds—in order to explore their immersion in, and entanglement with, the processes of learning science. At the centre of the book lies a collection of their ‘science life’ stories, detailing their engagement with both formal education in schools and colleges, and informal science learning in the culture of everyday life. The text highlights how science educators, teachers, parents and science communicators more generally can foster and support the formation and transformation of people’s science identities, providing strategies to support the learning journey of children, adolescents and adults within a broad range of learning environments.

Enhancing the Wellbeing and Wisdom of Older Learners

(2014) Learning across generations in Europe: Contemporary issues in older adult education , Rotterdam, Boston and Taipei: Sense Publishers. Sheridan, J. (1989) 'Rethinking andragogy: The case for collaborative learning in continuing ...

Enhancing the Wellbeing and Wisdom of Older Learners

Enhancing the Wellbeing and Wisdom of Older Learners: A Co-research Paradigm examines how lifelong learning, becoming wise, and sharing wisdom are integrally linked to older people’s wellbeing. The book highlights appropriate learning styles and pedagogies for older people, including research models emphasising participation, and offers recommendations for research in lifelong learning with the potential to effect change. Focusing upon a collaborative action research project, ‘Sagaciation’, chapters explore the involvement of older learners in the design and delivery of the scheme, which enabled them to expand their knowledge and skills, and to fully engage as critical and creative voices in a supportive and welcoming environment. The book offers an account of the process of the action research, as well as its findings. The project is set into the context of leading academic thinking on fields such as the growth of an ageing population, the rise of literature on ageing, negative and positive constructions of ageing, social gerontology, the wellbeing and health of older people, and educational gerontology. This book challenges negative representations of older people as a burden by offering a paradigm of hope, resilience, and sagacity within education and beyond. It will appeal to researchers, academics and postgraduate students in the fields of adult education, lifelong learning, gerontology, mental health and wellbeing, and the sociology of education, as well as to policymakers and those working with older people

The Wiley Handbook of Adult Literacy

Learning for disadvantaged seniors: Issues of outreach, access provision and delivery. In B. Schmidt‐Hertha, S. Jelenc Krašovec, & M. Formosa (Eds.), Learning across generations in Europe: Contemporary issues in older adult education ...

The Wiley Handbook of Adult Literacy

Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults’ transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It’s also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.

Education for the Elderly in the Asia Pacific

A comparative study on the governance of education for older people in Japan and Korea. Educational Gerontology, 42(10), ... In B. Schmidt-Hertha, S. J. Krasove, & M. Formosa (Eds.), Learning across generations in Europe (pp. 11–22).

Education for the Elderly in the Asia Pacific

In many countries across the Asia Pacific region, people are adapting to the new demographic shift, but there is nonetheless much concern. This book documents the various educational approaches rendered by both public and private sectors to enable elderly individuals in their own countries to re-engage in society more inclusively, to stay longer in the labour market, and to become less dependent on the state or their families. In order to produce active, healthy, and productive aging citizens, the experiments showcased by this book highlight how adaptive action is needed across many policy areas, with emphasis on shaping structural differences in the composition and organisation of higher education systems that can better foster lifelong learning among elderly citizens. The book is a great venue to underline the interplay of the theory and practices of vastly complex challenges.

The Handbook of Adult and Continuing Education

Elearning: An opportunity for older persons. In B. Schmidt-Hertha, S. J. Jelenc Kravosec, & M. Formosa (Eds.). Learning across generations in Europe: Contemporary issues in older adult education (pp. 47–58). Sense. Tornstam, L. (2005).

The Handbook of Adult and Continuing Education

Co-published with img alt="" src="https://styluspub.presswarehouse.com/uploads/9eb60c1a1c8a062854c084a766b20ce73378aadc.jpg" Colleges and universities are increasingly becoming significant sites for adult education scholarship—in large part due to demographic shifts. With fewer U.S. high school graduates on the horizon, higher education institutions will need to attract “non-traditional” (i.e., older) adult learners to remain viable, both financially and politically. There is a need to develop a better corpus of scholarship on topics as diverse as, what learning theories are useful for understanding adult learning? How are higher education institutions changing in response to the surge of adult students? What academic programs are providing better learning and employment outcomes for adults in college? Adult education scholars can offer much to the policy debates taking place in higher education. A main premise of this handbook is that adult and continuing education should not simply respond to rapidly changing social, economic, technological, and political environments across the globe, but should lead the way in preparing adults to become informed, globally-connected, critical citizens who are knowledgeable, skilled, and open and adaptive to change and uncertainty. The Handbook of Adult and Continuing Education provides rich information on the contemporary issues and trends that are of concern to adult and continuing education, of the programs and resources available to adult learners, and of opportunities to challenge and critique the structures embedded in the field that perpetuate inequity and social injustice. Adult education is a discipline that foresees a better tomorrow, and The Handbook is designed to engage and inspire readers to assist the field to seek new paths in uncertain and complex times, ask questions, and to help the field flourish. The Handbook is divided into five sections. The first, Foundations situates the field by describing the developments, core debates, perspectives, and key principles that form the basis of the field. The second, Understanding Adult Learning, includes chapters on adult learning, adult development, motivation, access, participation, and support of adult learners, and mentoring. Teaching Practices and Administrative Leadership, the third section, offers chapters on organization and administration, program planning, assessment and evaluation, teaching perspectives, andragogy and pedagogy, public pedagogy, and digital technologies for teaching and learning. The fourth section is Formal and Informal Learning Contexts. Chapters cover adult basic, GED, and literacy education, English-as-a-Second Language Programs, family literacy, prison education, workforce development, military education, international development education, health professions education, continuing professional education, higher education, human resource development and workplace learning, union and labor education, religious and spiritual education, cultural institutions, environmental education, social and political movements, and peace and conflict education. The concluding Contemporary Issues section discusses decolonizing adult and continuing education, adult education and welfare, teaching social activism, lesbian, gay, bisexual, trans, queer and straight allies, gender and its multiple forms, disability, older adults and intergenerational identities, race and ethnicity, working class, whiteness and privilege, and migrants and migrant education. The editors culminate with consideration of next steps for adult and continuing education and priorities for the future.

Mapping the Field of Adult and Continuing Education

Learning across generations in Europe: Contemporary issues in older adult education. Rotterdam, The Netherlands: Sense. Tuckett, A., & McAulay, A. (2005). Demography and older learners: Approaches to a new policy challenge.

Mapping the Field of Adult and Continuing Education

Co-published with img src="https://www.presswarehouse.com/sites/stylus/images/AAACElogo.jpg"/a The field of Adult and Continuing Education (ACE) has long been influential beyond its already porous borders and continues to be a source of important ideas, inspiration, and innovative practices for those in disciplines such as educational administration, social work, nursing, and counseling. Recognizing this, the American Association for Adult and Continuing Education commissioned the editors to create this compendium, which provides an invaluable resource to readers already established in the field, those entering the field, and to myriad neighbors of the field as well. This four-volume compendium (also available as a combined e-book) brings together a host of national and international contributors to map the field of ACE in a series of brief articles addressing key theories and practices across its many domains and settings. These are arranged in four volumes, available either individually or as a set: Volume One: Adult Learners Volume Two: Teaching and Learning Volume Three: Leadership and Administration Volume Four: Inquiry and Influences The volume on Adult Learners will include articles addressing topics such as adult development, diversity, learning abilities, the influence of personality on learning, and the role of experience in adult learning. By far the largest segment of learners in society, and currently the largest segment of college students as well, a better understanding of the adult learner is vital for educators of all kinds. Volume two addresses Teaching and Learning topics ranging from methods and roles to programs and materials. Encompassing formal and informal learning, as well as the variety of focus and setting, from cultural to occupational, this volume explores the wide range of theory and practice in ACE. Issues of Leadership and Administration such as planning and resource allocation, organizational change and culture, and the value of a shared vision for all stakeholders are addressed in the third volume. From practical matters like staffing and volunteers, to big-picture issues such as alternative visions for the future of the field, this volume offers vital knowledge and insight. The final volume, on Inquiry and Influences, examines the context, trends, and methods of research and evaluation in the field’s many domains. Wide-ranging inquiry has always been a hallmark of ACE, and only continues to grow along with the recognition of the importance of adult learning for learners and for the society as a whole. All four volumes are available as a single e-book, to make the most of the inter-relatedness of the various topics. This version uses live links in the table of contents and combined index (as well as keywords at the start of each article) to enable readers to follow their own topical interests and thus create unique learning pathways for themselves.

Emerging Perspectives of Workplace Learning

The skills developed for constructing the most impressive and colossal of cathedrals across Europe progressed in ways ... and engagement that supported the construction of these buildings across generations of workers (Gimpel, 1961).

Emerging Perspectives of Workplace Learning

Comprising 15 chapters the book offers perspectives from Finland, Germany, New Zealand and Australia and across a range of occupations and places of work. Individually and collectively these chapters make important contributions to learning about the self and agency at work and about learning work tasks.

Post Soviet Legacies and Conflicting Values in Europe

political learning among generations and found that older generations were more supportive of the previous communist regime, while younger generations were more inclined to learn about more participatory forms of political engagement.

Post Soviet Legacies and Conflicting Values in Europe

This book explores generational conflict in Europe through the prism of politico-economic and institutional values. It finds a dramatic shift of values in post-Soviet societies, where post-Soviet Generation WhY stands apart from previous generations. The book investigates the details and the implications of this phenomenon.

Working and Learning at old Age

We need human resource policies that promote opportunities for learning and create a good match of mutual ... (2008): Learning orientation, organizational commitment and talent retention across generations: A study of European managers.

Working and Learning at old Age


Becoming an Educational Ethnographer

In H. Marshall (Ed.), Redefining Student Learning: Roots of Educational Restructuring (pp. 59–85). Ablex. ... “I Teach and I Learn”: Teacher Learning Across Generations in the Context of the European Lifelong Learning Programme.

Becoming an Educational Ethnographer

This book provides practical advice on the learning and teaching perspectives of ethnography, including what undertaking research looks like and the experiences it will bring. It considers what it means to be and become an educational ethnographer and builds on an inextricable entanglement between the researchers’ field of study and their research trajectories. With a range of carefully chosen international contributions, this book uses a variety of practical case studies to provide further information about the pros and cons of this research perspective. Chapter authors share the knowledge and experience gained from the research and how it has affected their approach to social phenomena. This book is an ideal introduction for anyone considering research approach or becoming an educational ethnographer and will be of interest to researchers already working in this field.