The Case of Educational Gerontology in Lebanon: A Harbinger of Empowerment, Emancipation and Social Change?

Autor/inn/en	Hachem, Hany; Nikkola, Eeva; Zaidan, Amani
Titel	The Case of Educational Gerontology in Lebanon: A Harbinger of Empowerment, Emancipation and Social Change?
Quelle	In: International Journal of Lifelong Education, 36 (2017) 6, S.713-729 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hachem, Hany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2017.1379565
Schlagwörter	Foreign Countries; Educational Gerontology; Social Change; Older Adults; Adult Education; College Programs; Socioeconomic Influences; Educational Principles; Critical Theory; Empowerment; Personal Autonomy; Governance; Institutional Mission; Educational Practices; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Geragogics; Geragogik; Sozialer Wandel; Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Studienprogramm; Sozioökonomischer Faktor; Bildungsprinzip; Kritische Theorie; Individuelle Autonomie; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungspraxis; Libanon
Abstract	Context: In Lebanon, older adults face socioeconomic challenges that are expected to worsen due to an increase in older adult population, chronic governmental neglect, institutionalised ageism and a lack of educational and social gerontologists. Consequently, local older adults are in dire need for social change, which can be initiated through later life learning. The University for Seniors (UfS) is a University for the Third Age providing learning opportunities for older people in Lebanon. While most older adult learning programmes are occupied with their learners' self-fulfilment, Critical Educational Gerontology promotes emancipatory learning and social change. Study Objective and Design: A case discussion based on a variety of data sources is used to showcase and then challenge the practices of UfS from a critical educational gerontology perspective. To do that, we consider the semantic difference between emancipation and empowerment in their relation to power. Recommendations: We recommend programme-specific measures starting by revisiting the current philosophy of learning, targeting social change as an additional goal to later life learning, and advocacy for the establishment of educational degrees to prepare professionals and academicians in the field of social gerontology. We also recommend a more critical use of empowerment and emancipation within critical educational gerontology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01