Oral History as Intergenerational Dialogue in Art Education

Porte, Angela M. La

doi:10.2307/3193827

Cited by 12 publications

(6 citation statements)

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“…or young unemployed people and older people with a physical health condition (Schindler, 1992); or children with educational needs and older people with mental or physical health difficulties (Kamei et al, 2020) or where both generations shared the same vulnerability such as a physical health condition (Macmillan-Smith 1999; Sherman, 1997); low SES (Alcock et al, 2011;Carney, 1985;Kerrigan & Stevenson, 1997;La Porte, 1999;Rogers, 1994); social isolation (Jackson et al, 2019); or multiple vulnerabilities (Barbosa et al, 2020).…”

Section: Progress Plus Characteristicsmentioning

confidence: 99%

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Campbell

Whear

Rogers

et al. 2023

Campbell Systematic Reviews

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Background Opportunities for social connection between generations in the UK have diminished over the last few decades because of changes in the way that we live and work. The decline in communal spaces such as libraries, youth clubs and community centres mean that there are fewer opportunities to meet and mix socially with other generations outside our own families. Increased working hours, improved technology, changes in family patterns, relationship breakdowns within families and migration are also believed to be contributory factors to generation segregation. There are many potential economic, social and political impacts of generations living separate and parallel lives, for example, higher health and social care costs, an undermining of trust between generations reduced social capital, a reliance on the media to form understanding of others’ viewpoints and higher levels of anxiety and loneliness. Intergenerational programmes and activities can take many forms and are delivered in many settings.  Evidence suggests that intergenerational activity can have a positive impact on participants, for example, in reducing loneliness and exclusion for both older people and children and young people, improving mental health, increasing mutual understanding and addressing important issues such as ageism, housing and care. There are currently no other EGMs that exist that address this type of intervention; however, it would complement existing EGMs addressing child welfare. Objectives To identify, appraise and bring together the evidence on the use of intergenerational practice, to answer the following specific research questions: What is the volume, nature and diversity of research on, and evaluation of, intergenerational practice and learning? What approaches have been used to deliver intergenerational activities and programmes that may be relevant to providing such services during and in the subsequent recovery from the COVID‐19 pandemic? What promising intergenerational activities and programmes have been developed and are being used but have not yet been subject to formal evaluation? Search Methods We searched MEDLINE (via OvidSp), EMBASE (via OvidSp), PsycINFO (via OvidSp), CINAHL (via EBSCOHost), Social Policy and Practice (via OvidSp), Health Management Information Consortium (via OvidSp), Ageline (via EBSCOhost), ASSIA (via ProQuest), Social Science Citations Index (via Web of Science), ERIC (via EBSCOhost), Community Care Inform Children, Research in Practice for Children, ChildData (via Social Policy and Practice), the Campbell Library, the Cochrane Database of Systematic Reviews and the CENTRAL database between 22 and 30 July 2021. We searched for additional grey literature via the Conference Proceedings Citation Index (via Web of Science) and ProQuest Dissertation & Theses Global and via relevant organisation websites, for example, Age UK, Age International, the Centre for Ageing Better, Barnado's, Children's Commission, UNICEF, Generations Working Together, the Intergenerational Foundation, Linki...

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Section: Progress Plus Characteristicsmentioning

confidence: 99%

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Campbell

Whear

Rogers

et al. 2023

Campbell Systematic Reviews

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show abstract

“…Friedensohn (1997), for example, found that intergenerational interviews create space for intersubjective learning, including opportunities for younger women to learn from female elders. As such, intergenerational interviews can be a space of solidarity and consciousness raising (La Porte 2000). However, such practices may also produce romantic readings of the past and reproduce notions of elders as "repositories" of knowledge and youth as "receptacles" (Kuyken 2012;McQuaid et al 2017, 393).…”

Section: Intergenerational Family Interviewingmentioning

confidence: 99%

Intergenerational intimacy geopolitics: family interviewing and generations of memory in occupied Palestine

Garner¹,

Mansour²,

Marshall³

2022

Fennia

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Critiquing the state-centrism of mainstream geopolitical scholarship, feminist geopolitics has long emphasized the need to attend to how embodied and emotional experiences of everyday life are also bound up within geopolitical processes such as conflict and displacement. Similarly, the subfield of geographies of children, youth, and families has emphasized the ways in which the everyday lives and spaces of young people are implicated within broader scale geopolitical and economic processes. In both of these interrelated strands of research, the intimacy of home and family have emerged as seemingly unlikely sites of geopolitics. Although the gendered power dynamics of the family have received attention, less often considered is the way that inter-generational interactions within and outwith the family are also intertwined within and constitute a form of geopolitics. This paper examines generational encounters, differences, and gaps, as sites of geopolitics, where resistance, resilience, and political subjectivities are formed, performed, and negotiated. To do so we draw upon two separate but related research projects examining the spaces of intergenerational memory in occupied Palestine, one examining Palestinian women’s intergenerational memories of the occupation and resistance, and the other exploring intergenerational memories of a contested religious heritage site. These empirical case studies demonstrate how intergenerational relations are constrained and enlivened by differences in life-course vis-à-vis historical geopolitical events. Examining how memory and meaning are negotiated across generations injects temporality into the concept of intimacy geopolitics, defined as a set of distant and proximate spatial relations, emotional attachments, and embodied encounters through which geopolitics is performed. Alongside this conceptual contribution, we seek to advance a secondary methodological contribution to the geographies of children, youth, and families by reflecting upon the benefits and challenges to conducting intergenerational interviews in family homes and elsewhere.

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“…This expands not only children's ability to communicate and represent learning and identity. Their artwork becomes visual discourse representing their response to multimodal storytelling (Porte, 2000;Wessel-Powell, Kargin and Wohlwend, 2016). The children communicated, through multimodal visual discourse, their reinterpretation of what the story meant to them.…”

Section: Visual Representationsmentioning

confidence: 99%

Transmigrant and immigrant preschool visual response to intergenerational multimodal storytelling

Boivin¹

2021

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Newly arrived (refugees, migrants, transmigrants, immigrants) children require a shift in intergenerational storytelling. Intergenerational storytelling enables culturally and linguistically diverse emergent learners exposure to not only language but socio-cultural knowledge, values and practices. This study examines the intergenerational storytelling and art session held at a co-joined pre-school and elderly care home. There were 15 pre-school children aged 4-6, half of whom were newly arrived in Finland, and 4 Finnish elder storytellers. The theme of the project was to utilize everyday socio-cultural practices. The study used Pink's visual semiotic and Kress' multimodality for analysis. The research investigated two questions: 1) To what extent can intergenerational multimodal storytelling benefit transmigrant, immigrant community engagement and identity? 2) In a globalized world, how do children's relationships with multimodalities create learning (language, socio-cultural practices)? Data was collected from qualitative pre -and post-session discussions from the six storytelling sessions, video recordings made by the participants, and multimodal artwork created by the children after each storytelling session. The results revealed transmigrant children engaged with components of stories that connected to their residency situation. Additionally, children represented themselves in the art as response to multimodal storytelling sessions. Interactive storytelling was effective means for socio-cultural interaction between pre-school children and elderly storytellers/people.

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Oral History as Intergenerational Dialogue in Art Education

Cited by 12 publications

References 0 publications

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Non‐familial intergenerational interventions and their impact on social and mental wellbeing of both younger and older people—A mapping review and evidence and gap map

Intergenerational intimacy geopolitics: family interviewing and generations of memory in occupied Palestine

Transmigrant and immigrant preschool visual response to intergenerational multimodal storytelling

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