Overcoming ageism through a new intergenerational learning paradigm: challenges and findings. (12th December 2016)

• Record Type: Journal Article
• Authors: Gonçalves, Marta; Hatton-Yeo, Alan; Farcas, Diana
• Is Part Of: Quality in ageing and older adults. Volume 17:Number 4(2016)
• Page Start: 239
• Page End: 245
• Publication Date: 2016-12-12
• Subjects: University -- Young adults -- Research skills -- Integrated active ageing -- Intergenerational new learning paradigm -- Seniors over 65; Older people -- Periodicals; Aging -- Periodicals; 305.2605
• DOI: 10.1108/QAOA-04-2015-0016
• Languages: English
• ISSNs: 2044-1827

Abstract

Abstract : Purpose: The purpose of this paper is to present a programme developed and tested in Portugal under this new paradigm where young adults (18-30) and old adults (over 65) learn research skills together. Design/methodology/approach: The structure of the learning experience consists in a six-month training course for lay people in research skills in three specific areas of family, mental health and intergenerational relationships. In order to apply the acquired research and intervention knowledge, participants work in intergenerational groups on a small research project. Findings: Results from the first two editions of the programme indicate benefits of mutual reciprocity in the contribution to tackle ageism and trust between generations. Research limitations/implications: The potential practice implications for this type of intergenerational programme are significant, considering the increasing aging population in Portugal and the high ageism present. However, the authors may ask if the encountered results are the same with another type of learning subject. Therefore, the authors recommend a replication of this study/programme in other fields. Practical implications: An integrated active ageing goes from a senior cultural entertainment to a public policy intervention sustained over time, reducing costs in terms of health, education and social services. Social implications: Ageism, that is to say discrimination against people because of their age, is an enormous social problem. The new intergenerational learning paradigm can help to address this by emphasizing the importance of the intergroup contact between generations where each group can learn from and teach the other. Originality/value: The authors can say that these first two editions of the Intergenerational University was a first outlook of how the authors can innovate learning processes at universities and bring research to the public. It is a methodology of social responsibility universities may adopt.