Education and Older Adults at the University of the Third Age

Autor/in	Formosa, Marvin
Titel	Education and Older Adults at the University of the Third Age
Quelle	In: Educational Gerontology, 38 (2012) 2, S.114-126 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2010.515910
Schlagwörter	Educational Gerontology; Adult Education; Ideology; Criticism; Older Adults; Foreign Countries; Politics of Education; Gender Differences; Educational Development; Semi Structured Interviews; Observation; Educational Practices; Equal Education; Social Justice; Political Power; Aging (Individuals); Aging Education; Institutional Characteristics; Malta + Suchen Sie Ihr Suchwort? Geragogics; Geragogik; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ideologie; Kritik; Älterer Erwachsener; Ausland; Educational policy; Bildungspolitik; Geschlechterkonflikt; Bildungsentwicklung; Beobachtung; Bildungspraxis; Soziale Gerechtigkeit; Politische Macht; Aging; Altern; Ageing education; Altenbildung
Abstract	This article reports a critical analysis of older adult education in Malta. In educational gerontology, a critical perspective demands the exposure of how relations of power and inequality, in their myriad forms, combinations, and complexities, are manifest in late-life learning initiatives. Fieldwork conducted at the University of the Third Age (UTA) in Malta uncovered the political nature of elder-learning, especially with respect to three intersecting lines of unequality--namely, positive aging, elitism, and gender. A cautionary note is, therefore, warranted at the dominant positive interpretations of UTAs since late-life learning, as any other education activity, is not politically neutral. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10