Teaching and Learning in Later Life
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Academic Gerontology
Adult Continuing Education
Alexandra Withnall
Carnegie UK Trust
Category=JNF
Category=JNP
CEG
Chris Phillipson
Common Language
Contemporary Society
Critical Educational Gerontology
critical educational gerontology theory
Critical Gerontology
critical theory ageing
education
educational gerontology
empowerment in later adulthood
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
equal citizenship access
Functionalist Paradigm
GE
Gerontological Competence
Human Service Practitioners
learning
lifelong learning older adults
Lifespan Developmental Psychologists
Mainstream Adult Education
Mental Fitness
older adults
Pre-Retirement Association
Public Wellbeing
Robert Elmore
Sandra Cusack
Self-help Mode
Sg
social justice education
teaching
UK Education System
UK Treasury
Unfinished Debate
United Kingdom's International Competitiveness
United Kingdom’s International Competitiveness
University Adult Education Departments
Product details
- ISBN 9781138721821
- Weight: 240g
- Dimensions: 151 x 219mm
- Publication Date: 25 Nov 2019
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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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.
