This collection of papers was developed under the auspices of ELOA (European Network on Education and Learning of Older Adults). It has contributions from a wide range of European countries, covering a variety of topics. The aim of the book is to give an overview of different concepts, ideas and meanings related to older adults’ education, learning and intergenerational learning. The book is structured into three parts: First, ‘Theory and policy issues’; second, ‘Participation and programmes’, and third, ‘Intergenerational learning’. These headings give the reader a good idea of what is covered in the volume. However, it is not always obvious why certain chapters are in one section rather than another. As with many such volumes, based on what was probably a conference, presenting a series of disparate papers in a coherent and meaningful way always presents a challenge. There are papers addressing conceptual issues, among them Schmidt-Hertha’s informative chapter on the concepts of ‘generation’ and ‘intergenerational learning’. Other papers contain case studies of different learning initiatives, including formal, non-formal and informal learning. One example is the now well-known ‘men in sheds’ enterprise, originating in New Zealand, but spreading to other parts of the world. This, and chapters like Hake’s on urban gardening, are cases of ‘bottom-up’, community based activities, which are seen as important in engaging potential learners that are otherwise forgotten or excluded. Many of the empirical studies on intergenerational learning are illuminating, and the findings are varied. For example, an interesting paper by Kump and Krasovec, based on an empirical study from Slovenia, found that the intergenerational project considered did not lead to much community based learning. Rather, most intergenerational learning was found to take place within families. On the other hand, a Swedish study reported by Bostrom, found that school based intergenerational learning generated social capital. This in turn, as much earlier research has shown, was found to enhance the wellbeing of individuals.
The research field of older adults’ learning spans a number of disciplines, from education and gerontology to social policy, but also using sociological and health studies material. Most of the contributors to this volume are from within the field of (adult) education. Thus the volume has its share of critiques of ‘lifelong learning’ policies with their emphasis on work-related skills, for example, Formosa’s analysis of lifelong learning in later life. He, and others, call for policies that recognise the ‘empowering’ benefits of learning in later life. This ‘critical educational gerontology’ perspective is discussed by Veloso & Guimaraes, who highlight the controversy surrounding this perspective. It does seem questionable whether the assumptions underlying the perspective are necessarily the most fruitful basis for research: that older people are marginalized; that education is always ‘empowering’; that educational gerontologists should fight for the rights of older people to education. All these assumptions need closer scrutiny through empirical testing. As many authors in this volume highlight: older people do not constitute a homogeneous category, and although in some countries many are marginalized, in other countries, older people are no longer the largest category of people I poverty; engagement in education is not necessarily empowering and depends on the setting and learning processes. One of the challenges for researchers in this field of work is to understand more about the non-participation of older adults. It is well known that the highest level of participation is among those already well educated. The editors highlight this challenge in their final overview chapter. They also point to our lack of understanding of the interaction of different policy levels and the common effect on educational practice. As they conclude, ‘There are still a lot of unanswered questions when looking closer at the relevant educational programs’ (p.211).
This volume presents some useful insight into the current state of research in the field of older adult education and learning. The parts that focus on different kinds of intergenerational learning seem particularly valuable as inspiration for further conceptual and empirical work.
Anne Jamieson Reader Emerita, Birkbeck University of London [email protected]