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"intergenerational education"
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Intergenerational learning in practice : together old and young
\"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. The range of experienced and 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 covering 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\"-- Provided by publisher.
Book
Students as (Intergenerational) Partners: Considering Time in the 4M Framework
Relationships in the students as partners (SaP) movement in higher education have been described as intergenerational, because students, staff, and faculty of various ages work collaboratively on assessing teaching and learning practices, co-designing curriculum, and conducting educational research. However, few studies have investigated age relations in the SaP movement. Drawing on the concept of the chronosystem, which brings attention to various definitions of time, we performed an analysis of three critical and interpretive qualitative studies to better understand intergenerational age relations in higher education, generally, and in the SaP movement, specifically. These three studies related to the scholarships of teaching and learning (SoTL) and the SaP movement and included a total of 26 individuals (eight students, four staff, and 14 faculty). We organized our findings into four themes. Theme one, “intergenerational ecosystems,” captures the age diversity of different educational environments. Theme two, “individual and institutional changes of time,” discusses how social change and changing academic cultures impact individual relationships. Theme three, “academia as a gerontocracy,” describes the perception of older faculty/staff as holding more power in higher education. Theme four, “age, intersectionality, and belonging,” examines intersectional ageism within post-secondary education. We discuss these findings in relation to the 4M Framework, which connects micro-meso-macro-mega levels of influence. We propose that the addition of the chronosystem to the 4M Framework may facilitate enhanced understanding of the meanings of age and aging in the SaP movements and post-secondary education.
Journal Article
Learning at the ends of life : children, elders, and literacies in intergenerational curricula
\"Intergenerational learning programs bring together skipped generations (for instance, elders and young children) to promote expansive communication and identity options for participants, as well as the forging of relationships between generations. More specifically, these programs help foster multimodal literacy for both generations, encouraging new ways of seeing oneself and the world. Learning at the Ends of Life illustrates the unique benefits of these trail-blazing programs through more than seven years of research on developing and implementing intergenerational curricula in Canada and the United States.
Book
Participation in Intergenerational Food and Agriculture Education Programs Effectively Promotes Place Attachment
This study adopted an empirical approach to examine the effectiveness of integrating intergenerational education with food and agricultural education to increase students’ affection for their learning environment. The intergenerational food and agricultural education program in this study consisted of various courses promoting educational dialogue between students and their parents and grandparents at home. The bidirectional learning process allowed the three generations to better understand each other’s dietary and life experiences and pass on the relevant knowledge and culture. The 51 participants in this quantitative study were rural elementary schoolchildren who were divided into an experimental group and a control group. Place attachment was evaluated through the two sub-dimensions of place identity and place dependence. The results revealed that food and agricultural education implemented as intergenerational education strengthens learners’ affective attachment to their school environment.
Journal Article
Your first million : why you don't have to be born into a legacy of wealth to leave one behind : an entrepreneur's guide
\"Having lived nearly her entire life below the poverty line before going on to attain wealth and success as an entrepreneur and investor, Arlan Hamilton knows that entrepreneurship is the quickest path to money and power--particularly for those who haven't had much of it in the past. In Your First Million, she shows how anyone--no matter what they look like or how much money they have--can tap into all the new tools they already have at their disposal to get their million-dollar idea off the ground. Readers will learn: how to identify unmet needs, raise money, choose the right collaborators, create multiple income streams, and turn their unique knowledge and experience into a profitable businesses--while reinvesting in their communities and empowering others to do the same. If we can change who gets to decide what new ideas are worthy, and who gets to turn those ideas into reality, not only can we change our own circumstances--we can change the world\"-- Provided by publisher.
Book
Profiguration and Service Learning in Higher Education: critical perspectives from intergenerational interdependence
This article presents the theoretical (and applied) development of a concept: Profiguration. It is a sample of how Service Learning (SL) promotes new lines of research and induces a symbiosis with teaching. Through Profiguration, Service Learning helps to focus on introspective spaces of society and research, opening the university to society for its improvement. We propose that universities be Profigurative Centers for Intergenerational Training (Age Friendly University) that incorporate the idea and practice of the importance of intergenerational relationships in a society that sometimes seems to be crossed by generational gap. Our university SL proposal incorporates several practices and profigurative action programs in teaching, research, and transfer. It is a sociological proposal that opens educational centers to the real needs of the community and generates in teachers and researchers, transformations in the way of producing knowledge, relating formative theory and reflective practice. Profigurazione e Service Learning nell’istruzione superiore: prospettive critiche dall’interdipendenza intergenerazionale. Questo articolo presenta lo sviluppo teorico (e applicato) del concetto di Profigurazione. È un esempio di come il Service Learning (SL) promuova nuove linee di ricerca e induca una simbiosi con l’insegnamento. Con lo sviluppo del neologismo di profigurazione, il Service Learning aiuta a mettere a fuoco gli spazi introspettivi della società e della ricerca, aprendo l’università alla società per il suo miglioramento. Proponiamo che le università siano Centri Profigurativi per la Formazione Intergenerazionale (Age Friendly University) che incorporino l’idea e la pratica dell’importanza dei rapporti intergenerazionali in una società che a volte sembra essere attraversata da rotture generazionali. La nostra proposta di Service Learning universitario incorpora una diversità di pratiche e programmi di azione profigurativi, sia nell’insegnamento che nella ricerca e nel trasferimento. È una proposta sociologica che apre i centri educativi ai bisogni reali della comunità e genera negli insegnanti e nei ricercatori possibili trasformazioni nel modo di produrre conoscenza, mettendo in relazione teoria formativa e pratica riflessiva.
Journal Article
Educational Assimilation of First-Generation and Second-Generation Immigrants in Germany
Using data from the German Socio-Economic Panel for 1984–2018, we analyze the intergenerational education mobility of immigrants in Germany by identifying the determinants of differences in educational stocks for first- and second-generation immigrants in comparison to individuals without a migration background. Our results show that on average, first-generation immigrants have fewer years of schooling than native-born Germans and have a disproportionate share of lower educational qualifications. This gap is strongly driven by age at immigration, with immigration age and education revealing a nonlinear relationship. While the gap is relatively small among individuals who migrate at a young age, integrating in the school system at secondary school age leads to large disadvantages. Examining the educational mobility of immigrants in Germany, we identify an inter-generational catch-up in education. The gap in education between immigrants and natives is reduced for the second generation. Finally, we find that country of origin differences can account for much of the education gap. While immigrants with an ethnic background closer to the German language and culture show the best education outcomes, immigrants from Turkey, Italy, and other southern European countries and especially the group of war refugees from Syria, Afghanistan, Iraq and other MENA countries, have the lowest educational attainment.
Journal Article
Patterns of intergenerational educational (im)mobility
Intergenerational education mobility is a key dimension of social mobility and explores the extent to which educational attainment is transmitted across generations within a society. The implications of low education mobility concern both equity (everyone should have the same opportunities) and efficiency (it would be good for the economy and society if the most gifted and deserving young people were to study and not the children of the already educated). The literature identifies several drivers that can influence the level of social mobility in general and education mobility specifically, including characteristics of educational systems, public spending, degree of urbanisation, informal frictions, and beliefs. This paper seeks to identify 'patterns of intergenerational education (im)mobility' through a cluster analysis that takes into account the level of intergenerational mobility in education and a number of variables concerning its possible drivers, considering data on 82 countries (with different levels of development). The advantage of cluster analysis lies in the possibility of identifying regularities, but avoiding reasoning 'on average', i.e., safeguarding the possibility that different social patterns may exist. The results also allow us to speculate on possible policies to increase school mobility, highlighting, among other things, the 'equalising' role played by public spending on education.
Journal Article
Disrupting harmful legacies of Western education by honoring the living heritage of Indigenous knowledge systems
Indigenous peoples have knowledge systems that have sustained cultural teachings and lifeways for thousands of years. Settler colonial logics and systems have disrupted and threatened Indigenous knowledge systems through multiple forms of oppression, including land dispossession, linguicide, and disrupting traditional kinship relationships. Western education systems are central and foundational to this violent process; our paper describes efforts to challenge these colonial legacies of harm through the Sapsik’ʷałá Program, an Indigenous education program. The three focus areas are: 1) Relationality, 2) Community, and 3) Intergenerational teaching and learning. Through these efforts, the Program is instrumental in reclaiming Indigenous knowledge systems. We conclude that such efforts are important for Indigenous peoples and all peoples who have been harmed by the violence of imperialism and colonialism.
Journal Article
Gender Gap in Intergenerational Educational Persistence: Can Compulsory Schooling Reduce It?
We analyze the impact of an increase in compulsory schooling policy on the gender gap in intergenerational educational persistence using the nationally representative Turkish Adult Education Survey. Prior to the reform, there is a gender gap in the association of parents’ educational attainment with their offspring’s. Daughters’ educational attainment is more dependent on their parents’ education background. We show that the education reform that increased compulsory schooling from 5 to 8 years reduced the impact of parental education on completion of new compulsory schooling (8 years) and post-compulsory schooling (high school) for both sons and daughters. The gender gap in intergenerational education transmission has decreased by about 5 percentage points in the completion of new compulsory schooling level but remains unchanged at the post-compulsory schooling level after the reform. Heterogeneous effects of the reform indicate that mandating additional years of education is an ineffective intervention in the eastern regions with poorer economic conditions, larger rural population, and more traditional gender views in reducing the gender gap in educational mobility, even at the compulsory level of education.
Journal Article