Teaching and Learning in Later Life
This title was first published in 2000: This collection of papers examines the development of education for older adults against the background of an ageing population and the challenge of lengthening life expectancy. It brings together contributions from the UK and Canada. The book analyzes the current situation, reviews trends and perspectives and discusses educational gerontology and its relationship to older adults in the approach to the 21st century. There is a call for recognition of the status of older people in education on the basis of social justice, using the notions of equal opportunity, access to democratic participation, respect for persons and the status of equal citizenship. There is also recognition of the need to empower older adults by facilitating a sense of autonomy and self-determination. Educational gerontology is examined in the context of critical theory and social gerontology, raising a number of questions necessary to the understanding of critical educational gerontology. The book seeks to promote a positive attitude to ageing and concludes by drawing out implications for the future.
Table of Contents
Contents: Introduction, Frank Glendenning; The education for older adults movement: an overview, Frank Glendenning; Some critical implications, Frank Glendenning; Critical educational gerontology: relationships and future developments, Chris Phillipson; Changing attitudes to ageing, Frank Glendenning; Education for older people: the moral dimension, Robert Elmore; Critical educational gerontology and the imperative to empower, Sandra Cusack; Educational and social gerontology: necessary relationships, Frank Glendenning; The debate continues: integrating educational gerontology and lifelong learning, Alexandra Withnall; Teaching and learning in later life: considerations for the future, Frank Glendenning; Index.
’This is an important volume within the topic of lifelong learning.’ Aslib Book Guide ’The issues raised by this book are important not only in terms of equity and social justice but for entirely pragmatic reasons as well...a useful contribution to a debate that is likely to become increasingly important.’ College Research Journal