Active Learning for Active Ageing: Chinese Senior Immigrants' Lifelong Learning in Canada

Autor/inn/en	Zhu, Yidan; Zhang, Weiguo
Titel	Active Learning for Active Ageing: Chinese Senior Immigrants' Lifelong Learning in Canada
Quelle	In: Educational Gerontology, 45 (2019) 8, S.506-518 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2019.1662933
Schlagwörter	Foreign Countries; Active Learning; Older Adults; Aging (Individuals); Immigrants; Lifelong Learning; Learning Activities; Technological Literacy; Computers; Cultural Influences; History; Citizen Participation; Leisure Time; Health; English (Second Language); Second Language Learning; Canada; China + Suchen Sie Ihr Suchwort? Ausland; Aktives Lernen; Älterer Erwachsener; Aging; Altern; Immigrant; Immigrantin; Immigranten; Life-long learning; Lebenslanges Lernen; Lernaktivität; Technisches Wissen; Digitalrechner; Cultural influence; Kultureinfluss; Geschichte; Geschichtsdarstellung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Freizeit; Gesundheit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kanada
Abstract	This paper explores the intersection between migration, aging and lifelong learning with the aim of expanding our understanding of how lifelong learning enhances older migrants' active aging in a foreign land. Our study also offers insights into the learning activities of older immigrants in general. In 2002, the World Health Organization (WHO) proposed a conceptual framework of active aging, which has greatly influenced aging policies and seniors' everyday practices. Yet, there is a paucity of research that explicates and fully integrates lifelong learning into active aging discourse, and focuses on senior immigrants' lifelong learning in an aging society. Based on interviews, textual materials, and participatory observation in five Chinese seniors' immigrant associations in Toronto, we explore how Chinese senior immigrants' learning has been (re)shaped and practised through re-settling in Canadian society. Five categories of learning are explored, including a) learning language and computer skills, b) learning culture and history, c) learning civic engagement, d) learning leisure, and e) learning health. We argue that 'active learning' can be used as a dynamic conceptual framework that interacts with active aging theory, demonstrating how senior immigrants actively participate in the lifelong learning project for participation and integration in Canada. This paper provides insights to the understanding of culturally sensitive policy-making on integration, health, and lifelong learning of older immigrants in Canada and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01