Inclusion through Folk High School Courses for Senior Citizens

Autor/inn/en	Hedegaard, Joel; Hugo, Martin
Titel	Inclusion through Folk High School Courses for Senior Citizens
Quelle	In: Educational Gerontology, 46 (2020) 2, S.84-94 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hedegaard, Joel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2020.1712773
Schlagwörter	Older Adults; Folk Schools; Adult Education; Welfare Services; Social Systems; Well Being; Democratic Values; Lifelong Learning; Interaction; Multicultural Education; Learning Experience; Quality of Life; Role of Education; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fürsorgeeinrichtung; Social system; Soziales System; Well-being; Wellness; Wohlbefinden; Life-long learning; Lebenslanges Lernen; Interaktion; Multikulturelle Erziehung; Lernerfahrung; Lebensqualität; Bildungsauftrag; Ausland; Schweden
Abstract	The increasing proportion of senior citizens in the population places new demands on the existing welfare system, in terms of the delivery of social services, but also with respect to democratic issues such as 'inclusion' and 'participation.' Participation in adult education offers a context where senior citizens can be included in society, experience meaningfulness, and even create the conditions for their own well-being. In Sweden, there exist formal adult education systems that have enjoyed more success than others with respect to attracting groups of senior citizens who traditionally have not participated in the same degree in this domain. The Folk High School is one such educational system. The purpose of this article is to provide a description of how Folk High School senior courses are organized and what role the courses that are offered there play in the participants' lives with respect to meaningfulness, their well-being, and life-long learning. Eight focus group interviews with 33 participants were conducted at eight different Folk High Schools in southern Sweden. The results of this study indicate that Folk High Schools' senior courses are organized together with the participants and in such a manner that interaction with participants from other courses is made possible. This interaction gives rise to an unpretentious- and, in a broad sense, an intercultural learning experience. The participants experience this as meaningful, and as something which impacts on their quality of life in a positive manner. Furthermore, it plays an important function in the participants' continued life-long learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01