A systematic perspective on intergenerational learning: theoretical and empirical findings

Source document: Studia paedagogica. 2016, vol. 21, iss. 2, pp. [25]-41
Extent
[25]-41
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
English
License: Not specified license
Abstract(s)
Intergenerational learning is a growing field of practice across Europe. Against a background of demographic and social changes within European countries and the subsequently altering learning processes between different generations in families, communities, and workplaces, educational organizations face the challenge of providing learning opportunities for the different generations. This paper presents research related to the development of intergenerational learning programs in German adult education organizations. Within that project, adult educators from different organizations took part in a training module on intergenerational learning and subsequently created intergenerational learning programs in their own organizations. In this paper we provide insight into the training program of the participating adult educators, as well as into the results of our empirical study. First, we present the systematic framework of intergenerational learning that was used in the training module to initiate the development of practical intergenerational programs. We then present our research design and the results of the qualitative study. Finally, we discuss these results in terms of theory.
Document
References:
[1] Bohnsack, R., Pfaff, N., & Weller, W. (Eds.). (2009). Qualitative Analysis and Documentary Method in International Educational Research. Opladen: Barbara Budrich.

[2] Bourdieu, P. (1983). Ökonomisches Kapital, soziales Kapital, kulturelles Kapital. In R. Kreckel (Ed.), Soziale Ungleichheiten (pp. 183–198). Göttingen: Schwartz.

[3] Büchner, P., & Brake, A. (Eds.). (2006). Bildungsort Familie: Transmission von Bildung und Kultur im Alltag von Mehrgenerationenfamilien. Wiesbaden: VS Verlag für Sozialwissenschaften.

[4] Brassett-Grundy, A. (2004). Family life illustrated: Transitions, responsibilities and attitudes. In T. Schuller, J. Preston, C. Hammond, A. Brassett-Grundy, & J. Bynner, (Eds.), The Benefits of Learning. The Impact of Education on Health, Family Life and Social Capital. London: Routledge Falmer.

[5] Couper, D. P., Sheehan, N. W., & Thomas, E. L. (1991). Attitude toward old people: The impact of an intergenerational program. Educational Gerontology. An International Journal, 17(1), p. 41–53. | DOI 10.1080/0360127910170105

[6] Franz, J. (2010). Intergenerationelles Lernen ermöglichen. Orientierungen zum Lernen der Generationen in der Erwachsenenbildung. Bielefeld: W. Bertelsman.

[7] Franz, J., Frieters, N., Scheunpflug, A., Tolksdorf, M., & Antz, E.-M. (2009). Generationen Lernen Gemeinsam: Theorie und Praxis Intergenerationeller Bildung. Bielefeld: W. Bertelsman.

[8] Franz J., & Scheunpflug A. (2013). Voneinander, übereinander und miteinander lernen – Felder intergenerationeller Bildungsarbeit. In H. Binne, J. Dummann, A. Gerzer-Sass, A. Lange, & I. Teske (Eds.), Handbuch intergeneratives Arbeiten – Perspektiven zum Aktionsprogramm Mehrgenerationenhäuser (pp. 119–126). Opladen: Barbara Budrich.

[9] Franz, J., & Scheunpflug, A. (2015). Konzepte intergenerationellen Lernens. Weiterbildung, 17(4), 14–17.

[10] Freire, P. (2007). Bildung als Erkenntnissituation. In P. Schreiner, N. Mette, D. Oesselmann, & D. Kinkelbur (Eds.), Unterdrückung und Befreiung (pp. 67–88), Münster: Waxmann.

[11] Geeraerts, K., Vanhoof, J., & Van den Bossche, P. (2016). Teachers' perceptions of intergenerational knowledge flows. Teaching and Teacher Education, 56, 150–161. | DOI 10.1016/j.tate.2016.01.024

[12] Gorelik, Y., Damron-Rodriguez, J., Funderburk, B., & Solomon, D. H. (2000). Undergraduate interest in aging: Is it affected by contact with older adults? Educational Gerontology. 26(7), 623–638. | DOI 10.1080/03601270050200626

[13] Hatton-Yeo, A. (Ed.). (2006). Intergenerational Programmes: An Introduction and Examples of Practice. Stoke-on-Trent: Beth Johnson Foundation.

[14] Kessler, E.-M. (2005). Interaktion zwischen älteren Menschen und Jugendlichen – ein psychologisch förderlicher sozialer Kontext für beide Seiten? Eine experimentelle Laborstudie im theoretischen Rahmen der Entwicklungspsychologie der Lebensspanne (Doctoral Dissertation). Jacobs University, Bremen.

[15] Klercq, J. (1997). Intergenerationelles Lernen: Der Blick über die Ländergrenzen hinweg. In K. Meisel (Ed.), Generationen im Dialog (pp. 84–94), Frankfurt am Main: Deutsches Institut für Erwachsenenbildung.

[16] Liebau, E. (Ed.). (1997). Das Generationenverhältnis. Über das Zusammenleben in Familie und Gesellschaft. Weinheim: Juventa.

[17] Lloyd-Sherlock, P. (Ed.). (2004). Living Longer: Ageing, Development and Social Protection. London: Zed Books.

[18] Lüscher, K., Hoff, A., Lamura; G., Renzi, M., Sánchez, M. Viry, G., & de Salles Oliveira, P. (Eds.). (2015). Generations, intergenerational relationships, generational policy: A multilingual compendium. Konstanz: Universität Konstanz.

[19] Lüscher, K. (2011). Ambivalence: A "sensitizing construct" for the study and practice of intergenerational relationships. Journal of Intergenerational Relationships, 9(2), 191–206. | DOI 10.1080/15350770.2011.568338

[20] Lyotard, J.-F. (1979). La condition postmoderne: Rapport sur le savoir. Paris: Minuit.

[21] Mannheim, K. (1952). The problem of generations. In K. Mannheim, Essays on the sociology of knowledge. London: Routledge & Kegan Paul.

[22] Mannheim, K. (1964). Wissenssoziologie: Auswahl aus dem Werk: Engeleitet und herausgegeben von Kurt H. Wolff. Berlin: Luchterhand.

[23] Marquard, M., Schabacker-Bock, M., & Stadelhofer, C. (2008). Alt und Jung im Lernaustausch: Eine Arbeitshilfe für intergenerationelle Lernprojekte. Weinheim: Juventa.

[24] Marshall, C., & Rossman, G. B. (2010). Designing Qualitative Research. London: Sage.

[25] Meese, A. (2005). Lernen im Austausch der Generationen: Praxissondierung und theoretische Reflexion zu Versuchen intergenerationeller Didaktik. DIE Zeitschrift für Erwachsenenbildung, 2, 39–41.

[26] Muenz, R. (2007). Aging and Demographic Change in European Societies: Main Trends and Alternative Policy Options. Washington, D.C.: World Bank. Retrieved from http://documents.worldbank.org/curated/en/2007/03/7486500/aging-demographic-change-european-societies-maintrends-alternative-policy-options

[27] Schleiermacher, F. (1966). Die Vorlesungen aus dem Jahre 1826. In Schleiermacher, F., Pädagogische Schriften. Düsseldorf: Küpper.

[28] Silverman, D. (Ed.). (2004): Qualitative Research: Theory, Method and Practice. London: Sage.

[29] Spéder, Z. (2005). Diversity of family structure in Europe: Selected characteristics of partnerships, childhood, parenting, and economic wellbeing across Europe around the millennium. Retrieved from http://iussp2005.princeton.edu/papers/52624

[30] Wilkinson, S. (2004). Focus group research. In D. Silverman (Ed.), Qualitative Research: Theory, Method and Practice (pp. 177–199). London: Sage.

[31] Zucchero, R. A. (2010). A co-mentoring project: An intergenerational service-learning experience. Educational Gerontology, 37(8), 687–702. | DOI 10.1080/03601271003723487