The University of North Carolina Intergenerational Legal Ethics Project: Expanding the Contexts for Teaching Professional Ethics and Values

The University of North Carolina Law School Intergenerational Legal Ethics Project (UNC Project) is an effort to identify new course concepts and structures and other curricular innovations that can bring education in professional values to a deeper, more personal level. The UNC project includes the premise that ethical learning is deep, internal learning

The Intergenerational Healing Project: community-academic partnerships to evaluate trauma interventions within the African American community

Through a community-academic partnership, a participatory evaluation of a Western Pennsylvania victim services agency’s trauma programming was conducted. There were four components of the evaluation: development of an agency-wide comprehensive strategic planning process for research and evaluation, inventory of routine training and education programs, evaluation of a trauma-informed experiential learning exhibit, and evaluation of the Intergenerational Healing Project. This thesis will focus on the qualitative portions of the evaluation, including the staff interviews and Intergenerational Healing Project focus groups. The focus groups resulted in four recommendations for Intergenerational Healing Project programming: the need for intergenerational programming, content related to grief and loss, content related to healing and wellbeing and program accessibility. Staff interviews revealed both opportunities and challenges in implementing evaluation within an agency. Future work should include expanding the Intergenerational Healing Project to both men and women, as well as hosting groups in multiple locations throughout the city. Further, there is a need for additional literature related to intergenerational trauma in the African American community

Supporting Intergenerational Arts

This research project looks at intergenerational arts programs and seeks to answer the question of how we can better support intergenerational arts programs in a variety of settings within the community. Specifically, this study will give us a better understanding of how people interpret intergenerational arts programs and what they believe will help support these programs. A better understanding of supports for intergenerational arts programs is important because it will help foster a greater variety of programs for the public as well as how to help those programs flourish in our communities. To complete this research project 5 interviews were conducted by participants from the Hamilton community involved in recreational activities. Through these interviews the result was that there is interest in intergenerational arts programming involving music and instruments in settings such as schools and community centres. The research also found that there is lack of or hard to find information about intergenerational programming available to the public. These results will help in supporting intergenerational arts programs within the community

Zeitgeist: an intergenerational storytelling project

The Zeitgeist project asks what role design students can play in enhancing creative endeavours and wellbeing of residents through an intergenerational co-design programme. Between Spring 2018 and Summer 2019, Zeitgeist brought together undergraduate design students and residents of long-term care homes for a project that challenged them to co-design publications that focused on the life experiences, stories and knowledge of the residents and emphasized an intergenerational exchange between two very different groups of people that could have a tangible, positive impact upon each other. It is often the case that residents in long-term care homes face issues of social isolation and diminishment of personal identity. In care homes opportunities for genuine creative and personal expression tend to be limited due to limited resources and a focus on medical priorities. It’s not unusual for residents to feel like they no longer have anything to contribute to society, that their story has closed and they no longer feel challenged, which can lead to cognitive decline. Design students are predominately young and tend to have limited life experience, with many still living at home and unsure about what direction they want their life to take. Zeitgeist looked to explore the possible benefits of a reciprocal relationship between the two parties by engaging participants in a range of creative activities that would allow for a mutual exchange of information and skills. This project uniquely positions an art and design university as a community partner for developing new approaches to enhance the wellbeing of seniors

The gratitude enquiry: investigating reciprocity in three community projects

This Chapter is a case study of three community projects that formed part of my research project: The Gratitude Enquiry. It draws from practice in order to identify the reciprocal movement of give and take that exists between participants, and in the whole community of a participatory, collaborative arts project. It covers three projects: I live in it, an intergenerational dance project, Fanmail, a visual art project with adults recovering form mental ill health, and Bread, an intergenerational baking and storytelling project

Ending the silence : a documentary theatre response to the impact of German war guilt on intergenerational, bi-cultural identity in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in English at Massey University, Albany, New Zealand

This exegesis forms the written accompaniment to the documentary theatre production Ending the Silence. Together, these creative and critical components form the basis for a Performance as Research (PAR) project undertaken as part of a Masters in English at Massey University. This research aims to explore and utilise the potentials of the ‘documentary theatre’ form to better understand how issues of heritage and inheritance have informed intergenerational Kiwi/German bicultural identity. The research also aims to analyse how engaging with a creative process enables a closer investigation into topics which may be regarded as taboo. The PAR project also aimed to give a voice to those who have been silenced due to the pressures of social constructs regarding German War Guilt. This term is defined as a response shared by Germans for Germany’s involvement in the Second World War. This project explores the themes of identity, guilt, history and fiction, and authenticity and the representation of trauma. The thesis begins by describing the ethnographic methodology utilised for devising the documentary theatre script Ending the Silence, highlighting how the creative process enabled a closer investigation of the key research themes. The research highlights how history and fiction can work symbiotically to explore taboo topics in greater depth. It concludes that documentary theatre is a useful tool for exploring taboo topics in history, arguing that there is a need to encourage intergenerational, inter-cultural communication around these topics in order to talk responsibly about past injustices

INTERGENERATIONAL EXPERIENCE AND ONTOLOGICAL CHANGE

The phenomenological concept of ontological change, or change in self-understanding, is used to structure an analysis of the experiential impact of a college-based, intergenerational service-learning project. The semester-long project aimed to create interpersonal, intergenerational situations in which students (N = 12) could experience for themselves the lack of fit between their inherited assumptions regarding aging and the actual meaning of aging as experienced by elders. Content analysis of students\u27 journals indicated that students experienced four temporally distinct types of experiences during the project. Students entered the project with an understanding as to how they should interact with their companions based on inherited assumptions regarding aging and the elderly (anticipation experiences). In the presence of their companions, however, the students\u27 assumptions were revealed as inappropriate and incapable of adequately guiding them in their interactions (personal-confT.ict experiences). To alleviate the awkwardness experienced in the field, students had to reevaluate their understanding of themselves and their role in their intergenerational relationship and identify changes they could make to improve their intergenerational relationships (reevaluation experiences). Ten of 12 students reported effecting positive changes in their relationships afrer redefining their role vis-a-vis their companions (transposition experiences). Phenomenological theory provides (a) insight into the type of intergenerational relationships conducive to combating ageism and (b) a framework (journal content analysis) for assessing the experiential impact of program participation

Ageism, Passed Down from Generation to Generation

This participatory social justice focused project used both qualitative and quantitative approaches to examine how the intergenerational model challenges ageism in society. This project provided a space for knowledge creation and committed action of community leaders of the North Shore, MA. Through analysis of current literature as well as respondents’ participation in surveys, observational and interactive activities during a 2-hour training: All Ages All Together it was found that by intentionally planning for intergenerational programming you allow opportunities for relationships to grow; by raising awareness of the role media plays on the construction of stigmas and stereotypes participants were able to spot and call out ageist attitudes and behaviors; by viewing community through the Age-Friendly model both individuals and organizations were able to asses where they can best implement and support intergenerational programs; and by examining values across generations it was discovered we have more in common than we might think. This project supports the intergenerational model as a community tool that is likely to increase overall quality of life

Intergenerational Educational Transmission within Families: An Analysis and Microsimulation Projection for Austria

In this contribution we study intergenerational educational transmission within families in Austria. The paper is divided into an analytical part and a synthesis of the resulting behavioural models to a comprehensive computer microsimulation model that is used to project the future educational composition of the population. The models are based on retrospective event history data collected in the special programme of the 1996 micro-census, which was also used to generate the starting population for projections. The analysis of school choices reveals a very strong influence of parental educational attainment leading to strong intergenerational transmission mechanisms within families, i. e., considerable intergenerational persistence of educational careers within families. In contrast to the continuing educational expansion at the population level, very stable behavioural relationships can be found on the micro level when accounting for parental educational attainment. Our projections reveal that the educational expansion that we experienced in the last decades will continue at a very moderate speed in the next decades until an equilibrium is reached. In the equilibrium, half of the population will obtain a Matura diploma of which 30% will also graduate from university.

Playing With Time: Gay Intergenerational Performance Work and the Productive Possibilities of Queer Temporalities

This article examines the tendencies of LGBT intergenerational theater projects. By engaging with ideas of queer time, temporal drag, and the pervasive heteronormative imagery of heritability and inheritance, this article explores the possibility that LGBT intergenerational projects may generate some of the problems they aim to challenge. Through the lens of queer time, the article describes the normativity generated in LGBT intergenerational theater projects as a form of restrictive interpellation. The article explores the temporal complexities at play in such theater productions as The Front Room, a specific LGBT intergenerational theater project performed in the United Kingdom in 2011. The article concludes by noting some ways in which intergenerational theater projects might seek to work through the embodiment of the historical quotidian as a mode of resistance to normativity’s recirculation