Learning in Later Life: A Bicultural Perspective from Aotearoa/New Zealand

Autor/in	Findsen, Brian
Titel	Learning in Later Life: A Bicultural Perspective from Aotearoa/New Zealand
Quelle	In: International Journal of Lifelong Education, 35 (2016) 5, S.555-568 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2016.1224041
Schlagwörter	Biculturalism; Lifelong Learning; Ethnic Groups; Pacific Islanders; Foreign Countries; Intergroup Relations; Case Studies; Older Adults; Cultural Context; Teaching Methods; Educational Trends; Adult Education; History; Economic Factors; Citizenship; Social Integration; Social Isolation; Universities; Indigenous Populations; New Zealand + Suchen Sie Ihr Suchwort? Bikulturalität; Life-long learning; Lebenslanges Lernen; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ausland; Intergruppenbeziehungen; Case study; Fallstudie; Case Study; Älterer Erwachsener; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsentwicklung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Geschichte; Geschichtsdarstellung; Ökonomischer Faktor; Staatsbürgerschaft; Soziale Integration; Soziale Isolation; University; Universität; Sinti und Roma; Neuseeland
Abstract	This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, "Pakeha" (Europeans) and "Maori" (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pakeha as the dominant cultural and economic group and Maori as subordinate. While contemporary perspectives are necessarily interpreted in the light of historical trends and events, fresh interpretations of what constitutes biculturalism in this country allow for more nuanced understanding of possibilities for and obstacles to older adult learning/education. Themes from lifelong learning are analysed with special reference to older people's learning, the consequences of Maori sovereignty on pedagogy and trends identified for older adult education. Two linked case studies of Pakeha and Maori older adult education in a New Zealand university are described to illustrate complexities and tensions in provision in a bicultural context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01