Year: 2021
Type: dissertation
Abstract: Non-credit programs for older adults have had a peripheral but growing role in Canadian universities since the 1970s (Ratsoy, 2016;Findsen & Formosa, 2011).As the population ages, interest in such programs is increasing, but they remain relatively neglected in research (Findsen, 2018;Kops, 2017;Snyder & Taylor, 2012).Adding to the literature that takes older adult learning more seriously, this case study describes in depth the experience of learners in a continuing studies program for older adults in a Canadian university, anonymized as the "Seniors Program."Through critical reflexivity and narrative inquiry, using insight from my perspective as a member of the Seniors Program's administrative team, I tell a story of the program which includes: the problem of exclusion of so many from older adult learning at university; the persistence of older paradigms of learning; the contrast between passively accepting facts and actively exploring mystery as a learner; the question of whether older adult learners in general are significantly different from younger; and ageism and issues of gender.To illustrate these themes, I describe a specific initiative in the Seniors Program, the introduction of courses and events exploring end-of-life issues.I address the unacknowledged complexities of older adult learning, and the potential and challenges of programs for older adult learners in university settings.
Source: Summit (Simon Fraser University)
Author: Mark Smith
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W3204678773