Critical Geragogy: A Framework for Facilitating Older Learners in Community Music

Autor/inn/en	Creech, Andrea; Hallam, Susan
Titel	Critical Geragogy: A Framework for Facilitating Older Learners in Community Music
Quelle	In: London Review of Education, 13 (2015) 1, S.43-57 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Older Adults; Music Education; Community Programs; Facilitators (Individuals); Interviews; Attitude Measures; Teaching Methods; Foreign Countries; Video Technology; Case Studies; Musical Instruments; Singing; Adult Education; Observation; Goal Orientation; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Musikerziehung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Case study; Fallstudie; Case Study; Musikinstrument; Gesang; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Beobachtung; Zielorientierung; Zielvorstellung; Qualitative Forschung; Großbritannien
Abstract	The principal aim of this paper is to address the question of whether and how professional practice within an informal teaching and learning context (music) may be understood through a critical-geragogy lens. Secondly, we consider whether critical geragogy has relevance to and potential applications for enhancing practice among facilitators of older learners in community contexts. Geragogy refers to the management of teaching and learning for older adults and has become a well-known term applied to teaching and learning in later life. Critical geragogy retains the focus on older adults, but challenges the beliefs, practices, and structures related to ageing, supports older learners in overcoming alienation and developing a sense of powerful agency, and offers resources for purposeful collective action. In this paper we analyse the narratives of 13 facilitators of musical activities for older people, interpreting their reflections on practice within a critical-geragogy framework. The interviews, focusing on good practice in facilitating older learners, were carried out as part of the second phase of the Music for Life Project, funded by the UK Research Councils. A thematic analysis was undertaken, using a framework that was structured around person-centred, fellow-centred, and matter-centred goals. The interviews revealed that musical groups provided informal learning contexts where facilitators aspired to empower their participants through developing a positive interpersonal climate, valuing participation, using the participants' prior experiences as a resource, and guiding their groups towards creative expression as well as progression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01