Abstract
This paper proposes that theorising about widening participation pedagogic practice in relation to older adults can be significantly developed by integrating insights from critical educational gerontology and academic literacies perspectives. We examine the possibilities of this theoretical development by drawing on two exploratory research projects with 20 older students in a Scottish university, proposing dialogue can act as a catalyst for making the opaque, transparent and learning experiences, transformative.
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Recommended Citation
McAllister, C.,
&
Poulter, G. D.
(2010).
Lifelong Learning or Lifelong Listening? Transforming the Learning Experiences of Older Adults in Higher Education in Scotland through Dialogue.
Adult Education Research Conference.
https://newprairiepress.org/aerc/2010/papers/48
Lifelong Learning or Lifelong Listening? Transforming the Learning Experiences of Older Adults in Higher Education in Scotland through Dialogue
This paper proposes that theorising about widening participation pedagogic practice in relation to older adults can be significantly developed by integrating insights from critical educational gerontology and academic literacies perspectives. We examine the possibilities of this theoretical development by drawing on two exploratory research projects with 20 older students in a Scottish university, proposing dialogue can act as a catalyst for making the opaque, transparent and learning experiences, transformative.
