Engagement of older adults in higher education: International perspectives from New Zealand and Scotland

This article explores the issue of older adults’ access to and participation in higher education in two countries, Aotearoa New Zealand and Scotland. It discusses older adults’ engagement with regard to patterns of participation and provision, using a critical educational gerontology approach. The two case studies, one in more theoretical terms, the other empirically-based, illustrate the complexities surrounding older people’s engagement through the lens of a political economy. The paper argues for more proactive policies at both institutional and governmental levels to improve recruitment, retention and successful outcomes for older adult

Developing a conceptual framework for understanding older adults and learning

No abstract availabl

Lifelong learning in later life : a handbook on older adult learning

Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society.N/

Older Adult Education: A New Site for Colonization?

This paper argues that conventional older adult education has been captured largely by the white middle class and that social justice imperatives are missing. This form of education has been colonized by a significant minority to the detriment of a liberating agenda for many older adults

Women and Violence in Revolutionary Russia, 1860-1925

Russian women engaged in public violence during the late imperial and revolutionary periods in various ways and for a variety of reasons. This study examines traditional gender roles in Russia, and women’s motivations for female terrorism as well as military and police service. It establishes that women broke through patriarchal social barriers through violence, even while still embracing traditionally feminine notions of self-sacrifice for the common good. Based on primary sources such as memoirs, official policies, and newspaper articles, I argue that Russian women committed both illegal and officially sanctioned violence to achieve diverse personal, ideological, political, material, and familial goals. Observers, both domestic and international, interpreted the women’s motivations and characters using their own preconceived notions of femininity. A common theme linking the three groups of women and public observers was the age-old expectation of female self-sacrifice. This work encompasses elements of Russian women\u27s history, class and gender history, institutional history, and the history of Russian terrorism

Social Institutions as Sites of Learning for Older Adults: Opportunities and Constraints

This paper focuses on the environments of social institutions in which seniors do most of their learning - the family, the church, the workplace, the community, the media. Older adults are portrayed as active contributors where learning is usually less intentional, non-hierarchical and associated with daily livin

Older Adults’ Engagement with Further and Higher Education in the West of Scotland: Tracking Educational Journeys

In this qualitative study, the motivations and trigger events for learning of West of Scotland older adults are explored. The range of purposes for formal learning in later adulthood is broader than most conventional typologies would suggest and work-related motives are shown to be very strong, linked to on-going vocational aspirations

Older adult education in a New Zealand university: Developments and issues

This article explores a case study of educational provision for older adults in the context of continuing education in one of New Zealand’s universities. It explains how developments in older adult education at the University of Waikato have reflected historical and cultural trends related to the wider field of adult and community education (ACE) inside a higher education setting. It discusses issues of tertiary education policy and funding, what constitutes curriculum and provision for older adults and how university-community partnerships have shaped opportunities for both indigenous Māori and Pakeha (European) seniors. Government removal of funding to all universities in New Zealand for ACE at the end of 2012 ended formal provision but older adult education groups, formerly supported by the Centre for Continuing Education in the University of Waikato, have assumed a more proactive stance in planning and implementing their own programmes

Findings of the National Blue Ribbon Panel on the Development of a Greenhouse Gas Offset Protocol for Tidal Wetlands Restoration and Management

Explains the potential, methods, and requirements for improving wetlands management as a way to reduce GHG emissions and creating a protocol to include such projects in the carbon market. Outlines an action plan for addressing science and policy issues