Developing inclusive later life learning environments: insights form intersectional analysis of ageing and lesbian, gay, transgendered and bisexual identities.

Autor/in	Mcallister, Christopher
Titel	Developing inclusive later life learning environments: insights form intersectional analysis of ageing and lesbian, gay, transgendered and bisexual identities.
Quelle	In: European journal for Research on the Education and Learning of Adults, 9 (2018) 1, S. 45-60Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:15530
URN	urn:nbn:de:0111-pedocs-155307
Schlagwörter	Gruppendiskussion; Interview; Soziale Ungleichheit; Lebensgeschichte; Lernumgebung; Diskriminierung; Bisexualität; Erwachsenenbildung; Altern; Lebenslanges Lernen; Analyse; Erwachsener; Homosexueller; Schottland
Abstract	To date there has been minimal empirical inquiry on what may constitute inclusive learning environments for older (50+ years) lesbian, gay, bisexual and transgendered (LGBT) adults. This paper draws upon a recent life-histories study with older LGBT adults in Scotland to consider how such environments can be developed. To do so, intersectional analysis is applied to interrogate how participants' lived realities and sense of self are enabled and constrained by the interactions between their diverse ageing, LGBT and other identities in the particular contexts of later life, post work. The paper argues that by adopting this approach to intersectional analysis, critical educational gerontology (CEG) is equipped to more effectively realise inclusive, meaningful and potentially empowering learning environments for older LGBT adults. These will be more attuned to their later life realities, enabling them to reflect on the changing significance of being LGBT as they age, while allowing potential for personal growth and renewed sense of self. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2018/3