Surrogate grandparents as actors in intergenerational learning

Title: Surrogate grandparents as actors in intergenerational learning
Source document: Studia paedagogica. 2015, vol. 20, iss. 4, pp. [85]-107
Extent
[85]-107
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Current social changes that also affect the situation in the Czech Republic have raised considerable interest in intergenerational learning and in the senior generation as participants in it. The very forms that the lives of seniors assume are undergoing radical changes, as is their role in the family. In addition to the grandparent role lived within the biological family, in which an individual becomes a grandparent at the moment their children become parents, there are alternative grandparent roles. One example of this is "surrogate grandparenthood," i.e. one reflecting a social rather than biological relationship between the child and the senior. In the present text, we link the topic of intergenerational learning and surrogate grandparenthood. The questions we asked were: How does intergenerational learning take place? What is the role of surrogate grandmothers as actors in the process of intergenerational learning? What is the content of this learning, i.e. what is transmitted within intergenerational learning? What are the methods used in this kind of learning? To qualify as intergenerational learning in our study, learning had to take place between the surrogate grandmother and the mother in the family where the surrogate grandparenting was provided.
Note
This article is an output of the project Intergenerational Learning in Various Social Environments (GA13-07234S) funded by the Czech Science Foundation.
References
[1] 50plus výzkumná sonda. [50plus Research Pilot]. (2011). Prague: Respekt institut.

[2] Antonucci, T. C., Jackson, J. S., & Biggs, S. (2007). Intergenerational relations: Theory, research and policy. Journal of Social Issues, 63(4), 679–693. | DOI 10.1111/j.1540-4560.2007.00530.x

[3] Bengston, V. L. (2005). Sourcebook of Family Theory and Research. London: Sage Publications.

[4] Bengston, V. L., & Lowenstein, A. (2003). Global Aging and Challenges to Families. New York: Aldine de Gruyter.

[5] Benokraitis, N. V. (2002). Marriages and Families: Changes, Choices, and Constraints. New Jersey: Prentice-Hall.

[6] Cherri, H. (2008). Intergenerational Learning in Hong Kong: A Narrative Inquiry. Nottingham: University of Nottingham. Retrieved from http://eprints.nottingham.ac.uk/10486/

[7] Fischer, T. (Ed.). (2008). Intergenerational Learning in Europe – Policies, Programmes, Practical Guidance. Final Report. Erlangen: Institute for Innovation in Learning. Retrieved from http://www.eagle-project.eu/welcome-to-eagle/final-report.pdf/view

[8] Frič, P., & Pospíšilová, T. (2010). Vzorce a hodnoty dobrovolnictví v české společnosti na začátku 21. století. [Volunteering Patterns and Values in Czech Society]. Praha: Agnes.

[9] Hagestad, G. O., & Herlofson, K. (2006). Micro and Macro Perspectives on Intergenerational Relations and Transfers in Europe. In Report from United Nations Expert Group Meeting on Social and Economic Implications of Changing Population Age Structures (p. 339-357). New York: United Nations Department of Economic and Social Affairs and Population Division. Retrieved from http://www.un.org/esa/population/meetings/Proceedings_EGM_Mex_2005/hagestad

[10] Hanks, R. S., & Ponzetti, J. J. (2004). Family studies and intergenerational studies. Journal of Intergenerational Relationships, 2(3–4), 5–22. DOI 10.1300/J194v02n03_02 |

[11] Harper, H. S., Smith, P. K., & Hagestad, G. O. (2010). Editorial and introduction. Journal of Intergenerational Relationships. Special Issue: Grandparenting in Europe, 8(3), 207–208. | DOI 10.1080/15350770.2010.498735

[12] Hatton Yeo, A. (2008). The Eagle Toolkit for Intergenerational Activities. Erlangen: Institute for Innovation in Learning. Retrieved from http://www.eagle-project.eu/welcome-to-eagle/the-eagle-toolkit-for-intergenerational-activities

[13] Hayslip, B. Jr., Henderson, C. E., & Shore, R. J. (2003). The structure of grandparental role meaning. Journal of Adult Development, 10(1), 1–10. | DOI 10.1023/A:1020708402212

[14] Hendl, J. (2005). Kvalitativní výzkum: Základní metody a aplikace. [Qualitative Research: Fundamental Methods and Applications]. Prague: Portál.

[15] Kamanová, L. (2009). Mezigenerační učení mezi matkou a dcerou. [Intergenerational Learning Between a Mother and a Daughter]. (A diploma thesis). Brno: Masarykova univerzita.

[16] Katz, R., Lowenstein, A., & Werner, P. (1998). The meaning of grandparenthood: A critical review and research agenda. Aging-Clinical, & Experimental Research, 10(6), 431–439. | DOI 10.1007/BF03340155

[17] Mannheim, K. (2007). Problém generací. [Generations as an Issue]. Sociální studia, 4(1), 11–44.

[18] Matějček, Z., & Dytrych, Z. (1997). Radosti a strasti prarodičů aneb když máme vnoučata. [Joys and Hardships of Grandparents, or When We Have Grandchildren]. Praha: Grada.

[19] Možný, I. (2004). Mezigenerační solidarita: Výzkumná z práva z mezinárodního srovnávacího výzkumu "Hodnota dětí a mezigenerační solidarita". [Intergenerational Solidarity: Research Report from International Comparison "Value of Children and Intergenerational Solidarity"]. Brno: Výzkumný ústav práce a sociálních věcí.

[20] Národní z práva o rodině. [National Report on Family]. (2004). Praha: Ministerstvo práce a sociálních věcí. Retrieved from http://www.mpsv.cz/files/clanky/899/zprava_b.pdf

[21] Newman, S. (1993). Creating Effective Intergenerational Programs. Pittsburgh: Pittsburgh University.

[22] Petrová Kafková, M. (2013). Šedivějící hodnoty? Aktivita jako dominantní způsob stárnutí. [Graying Values? Activity as a Dominant Way of Ageing]. Brno: Masarykova univerzita.

[23] Pfeifer, S. K., & Sussman, M. S. (1991). Families: Intergenerational and Generational Connections. New York: Haworth.

[24] Projekce obyvatelstva České republiky. [Population Projection by the Czech Statistical Office]. (2013). Praha: Český statistický úřad. Retrieved from https://www.czso.cz/csu/czso/projekce-obyvatelstva-ceske-republiky-do-roku-2100-n-fu4s64b8h4

[25] Průcha, J. (2005). Moderní pedagogika. [Modern Pedagogy]. Praha: Portál. Rabušicová, M., Kamanová, L., & Pevná K. (2011). O mezigeneračním učení. [On Intergenerational Learning]. Brno: Masarykova univerzita.

[26] Ramon, A. C., & Turrini, M. (2008). Grandparents and Grandsons: Poetics of an Intergenerational Learning Experience. Barcelona: P. A. U. Education, S. L. Retrieved from http://www.elearningeuropa.info/files/media/media15532.pdf

[27] Sýkorová, D. (2007). Autonomie ve stáří: Kapitoly z gerontosociologie. [Autonomy in Old Age: Chapters in Gerontosociology]. Praha: Slon.

[28] Švaříček, R., & Šeďová K. at al. (2014). Kvalitativní výzkum v pedagogických vědách. [Qualitative Research in Educational Sciences]. Praha: Portál.

[29] Vanderven, K. (2004). Intergenerational theory in society. Journal of Intergenerational Relationships, 2(3–4), 75–94. DOI 10.1300/J194v02n03_07 |

[30] Žižlavský, M. (2003). Metodologie pro sociální politiku a sociální práci. [Methodology for Social Politics and Social Work]. Brno: Masarykova univerzita.