Overview

This book is an essential handbook for a wide range of people who work alongside older adults in varied contexts. It brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and `active ageing', the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society.

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9789460916496

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Reviews

Interesting and useful because of three things: (1) it gives a concentrated solid base for personal, institutional and societal actions in the field of lifelong learning; (2) it clearly declares the rich variety of older persons' nuanced needs, motives and experiences, and helps to stop thinking about older people using the levelling category ``65?'' and (3) it dismantles the poorness and limitedness of widespread biomedical and economic approaches to ageing people and offers a decisive framework for emphasising personal and social agency in later life. . . The book is rich with information, clearly expressing core ideas for which the authors stand, the content is problem-oriented and stimulates fresh thinking, it is interdisciplinary and at the same time holistic. . . will provide valuable knowledge for practising adult educators, education policy makers, gerontological researchers, students as well as older persons. -International Review of Education, Vol 59/3 This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. -Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. -Kenneth Wain, University of Malta

Author Information

Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning Later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).

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