Community from the perspective of intergenerational learning

Authors

RABUŠICOVÁ Milada KAMANOVÁ Lenka PEVNÁ Kateřina

Type Appeared in Conference without Proceedings
MU Faculty or unit

Faculty of Arts

Citation
Description The proposed paper is one of the outputs of a four-year project "Intergenerational Learning Across Social Environments" which focuses – apart from learning in the workplace and school environment – also on intergenerational learning in communities. The central starting point is the concept of intergenerational learning, i.e. "a process aiming for bringing people together by targeted mutually beneficial activities fostering more understanding and respect between generations which can help build up community cohesion" (Fischer, 2008, p. 8). Our research attention is focused on the very environment of communities and community learning, i.e. activities including various intergenerational educational programmes (leisure-time education) that offers scope for non-formal and informal learning and in which people of all ages engage. We then presented outputs of the first qualitative research stage (using the obserview method, i.e. a method combining interview and observation) in which we identified the protagonists of situations of intergenerational learning and their degrees of involvement, who was learning from whom in intergenerational contact, what intergenerational contact consisted of and what circumstances in the community are necessary for it to arise. It is these results that the second, quantitative research phase – whose results will be presented in the proposed paper – is building on. Its objective is to verify and quantify the results of the above-described qualitative survey and characterize the phenomena identified as to frequency, intensity and evaluation by the protagonists. The research questions we are asking in the paper are the following: a. What is the frequency of situations of intergenerational learning in the communities under observation? b. What is the intensity of processes of intergenerational learning in the communities under observation? c. What conditions for intergenerational learning have been set up?
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