Course Design on Aging: Incorporating Cross-Cultural Perspectives that Challenge Assumptions about Assessment and Service Delivery

Autor/in	Elliott, Kathryn Sabrena
Titel	Course Design on Aging: Incorporating Cross-Cultural Perspectives that Challenge Assumptions about Assessment and Service Delivery
Quelle	In: Gerontology & Geriatrics Education, 26 (2005) 1, S.23-41 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1960
Schlagwörter	Cross Cultural Training; Cultural Context; Aging (Individuals); Aging Education; Cross Cultural Studies; Gerontology; Cultural Pluralism; United States + Suchen Sie Ihr Suchwort? Interkulturelle Orientierung; Aging; Altern; Ageing education; Altenbildung; Cultural comparison; Kulturvergleich; Gerontologie; Kulturpluralismus; USA
Abstract	This article explores the benefits of using cross-cultural, anthropological approaches to help students understand the varying experience of aging within the United States and around the globe. Through cultural comparison and increased knowledge of the cultural context of aging standardized aspects of practice such as assessment protocols and concepts of function are critiqued, so that students will be better prepared to work as professionals with elders from diverse cultural backgrounds. A gerontology course designed to accomplish these goals is used as the focus of discussion and as an example of how such a course can be constructed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10