Developing inclusive later life learning environments: insights from intersectional analysis of ageing and lesbian, gay, transgendered and bisexual identities

McAllister, Christopher S.

doi:10.3384/rela.2000-7426.rela9105

Cited by 5 publications

(4 citation statements)

References 32 publications

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“…On the one hand, this leads to learners giving up on the possibility of making friends. On the other hand, rejection seems to embed non-conscious forces that work on the strings of socioeconomic and cultural backgrounds, including sexual orientation and religious beliefs (Formosa, 2006;McAllister, 2018;Patterson et al, 2016). This bias is even noteworthy in the context of the relatively culturally diverse and open Lebanese society.…”

Section: Discussionmentioning

confidence: 99%

Barriers to learning at a U3A in Lebanon: A structurationist perspective

Hachem,

Formosa

2023

IJPS

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This study examines the barriers older learners experience at a University for the Third Age (U3A) in Lebanon. Contemporary literature often categorizes these barriers into dispositional, situational, and institutional realms, arising as individual or structural phenomena. This article envisages barriers as the (un)intended consequences of (inter)actions among different institutional agents — namely, learners, teachers, and administrators — within the learning environment. Following Anthony Giddens’ dualistic understanding of agency and structure, the article aims to transcend the typical dichotomic approach in understanding barriers older persons face when engaging in lifelong learning. Shedding light on this new perspective on barriers as (un)intended consequences of agents’ (inter)actions at the U3A, this work raises two research questions: (i) what barriers confront older learners when engaging in non-formal learning? Moreover, (ii) taking older learners’ perspective, how are these barriers (re)produced in the (inter)actions of different institutional agents? Following a reflexive deductive thematic analysis of interview data with ten members at a U3A in Lebanon, this article generates two types of barriers. First, barriers as outcomes of interactions involving learners with teachers and administrators (curricula issues, teachers and teaching methods, language of instruction, class protocol, and accessibility). Second, barriers as outcomes of interactions involving learners (unwillingness and inability to socialize, as well as social bias and prejudice). This paper concludes that the actions of institutional agents at the U3A (re)produce its modus vivendi and modus operandi and calls for the promotion of continuous dialog and reflexivity as countermeasures against bias and exclusion to enhance the U3A’s age-friendliness.

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Section: Discussionmentioning

confidence: 99%

Barriers to learning at a U3A in Lebanon: A structurationist perspective

Hachem,

Formosa

2023

IJPS

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“…In effect, affective-sexual ALE is associated with those mentioned set of characteristics not always adopted in the communities of practices (Wenger, 1998), as we were able to ascertain in this study, concerned with more than the 'industrialised global North' and therefore examining different times and geographies (see table 3). However, as McAllister (2018) put it, it remains important to: explore in more in depth and purposeful ways what may constitute empowering CEG [critical educational gerontology], particularly the pedagogic practices through which older…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Trying to explore what is missing in a gender sensitive research agenda is an interesting challenge (Ostrouch-Kamińska & Vieira, 2016). Representing a positive road through inclusion, feminist thinking and "gender lenses", however, have brought little attention to invisible minorities under the gender issue, as those connected with the LGBTI Communities (McAllister, 2018).…”

Section: Introductionmentioning

confidence: 99%

LGBTI Sexualities and intersectional research

Barros

Romero-López

Andújar

2021

RELA

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We examine testimonies pertaining to the integration of a gender perspective beyond the dichotomy man-woman into practices of affective-sexual adult learning and education (ALE). We are interested in inclusive practices able to expand voices from specific vulnerable groups against discriminations and multiple oppressions among the aged when belonging to LGBTI Communities. The narrative literature review method was chosen, and international scientific search engines and databases were consulted to find literature in Portuguese, Spanish and English. A total of 25 educational interventions were selected for analysis. To discuss the data, we resorted to Barragán Medero's (1996) theoretical models and postfeminist contributions. The results show a small number of internationally documented experiences on affective-sexual education with the elderly and adults, a prevalence of the integrative model, as well as a scant presence of the LGBTI community. We concluded that there was a need to continue with the implementation of inclusive and egalitarian affective-sexual adult experiences in ALE.

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“…In recent years, equity-seeking groups and allies have become more vocal in asserting the need to address certain inclusion issues in adult education, particularly in Canada and the United States. Inclusion issues for sexual minorities have been explored in various contexts such as community-based learning (Grace & Wells, 2007;McAlister, 2018), organizational settings (Hill, 2006), and international development and relief work (Mizzi, 2014). Debates about ontological assumptions have evolved as Indigenous educators challenge Western paradigms of knowledge to include alternative frameworks for learning (Battiste, 2013;Weber-Pillwax, 2021) and within higher education contexts in Canada there is a shift to 'Indigenize the Academy'.…”

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confidence: 99%

Critical social theory, inclusion, and a pedagogy of hope

Gouthro,

Holloway

2023

RELA

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In recent years, issues of inclusion within the field of adult education have garnered increasing attention and have expanded to consider various equity and social justice concerns. Frequently, however, these concerns are considered in a piecemeal fashion, either with a narrower focus on a particular equity issue, or as a simplified add-on to wider debates about educational design, delivery modes, or policy structures. To deepen the discussion around inclusion in lifelong learning, it is important to draw upon critical social theory to explore not only particular circumstances and challenges faced by different groups seeking equity and inclusion, but also to consider the broader frameworks in which adult teaching and learning happens. Despite challenges such as neoliberalism, adult educators need to retain Freire’s belief in the possibilities offered by a pedagogy of hope and the belief that humans have the capacity to make positive changes.

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Developing inclusive later life learning environments: insights from intersectional analysis of ageing and lesbian, gay, transgendered and bisexual identities

Cited by 5 publications

References 32 publications

Barriers to learning at a U3A in Lebanon: A structurationist perspective

Barriers to learning at a U3A in Lebanon: A structurationist perspective

LGBTI Sexualities and intersectional research

Critical social theory, inclusion, and a pedagogy of hope

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