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The University of the Third Age and Active AgeingConcluding Remarks and Reflections

The University of the Third Age and Active Ageing: Concluding Remarks and Reflections [This final chapter provides an opportunity to reflect on the significance of the travails of the University of the Third AgeUniversity of the Third Age (U3A) movement which, since its modest inception in 1973, has certainly exceeded all expectations. It does not strive to tie loose ends in steadfast manner. Rather, the chapter serves as a beacon for stimulating further theoretical and empirical research on third age learningThird age learning and the U3A in particular, by tracing the similarities and divergences of U3As across the European and Asian-Pacific contexts, and the benefits of participation in U3As on learners’ quality of life, and social and psychological well-being. However, this chapter also points out that the U3As’ track record in the democratisation of late-life learning—especially in terms of social class, gender, disability and ethnic biases—leaves much room for improvement, to the extent that one can conclude that many U3As are reinforcing a degree of inequality amongst older persons in general but especially amongst the most vulnerable sectors of the ageing population. The chapter’s final section points out to the need for the U3A movementU3A movement to renew itself so as to remain relevant to incoming groups of older persons whose generational habitus is certainly distinct from that of preceding cohorts, for whom the U3As are generally targeted, by including a number of policy recommendations for the future.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

The University of the Third Age and Active AgeingConcluding Remarks and Reflections

Part of the International Perspectives on Aging Book Series (volume 23)
Editors: Formosa, Marvin

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References (26)

Publisher
Springer International Publishing
Copyright
© Springer Nature Switzerland AG 2019
ISBN
978-3-030-21514-9
Pages
259 –272
DOI
10.1007/978-3-030-21515-6_21
Publisher site
See Chapter on Publisher Site

Abstract

[This final chapter provides an opportunity to reflect on the significance of the travails of the University of the Third AgeUniversity of the Third Age (U3A) movement which, since its modest inception in 1973, has certainly exceeded all expectations. It does not strive to tie loose ends in steadfast manner. Rather, the chapter serves as a beacon for stimulating further theoretical and empirical research on third age learningThird age learning and the U3A in particular, by tracing the similarities and divergences of U3As across the European and Asian-Pacific contexts, and the benefits of participation in U3As on learners’ quality of life, and social and psychological well-being. However, this chapter also points out that the U3As’ track record in the democratisation of late-life learning—especially in terms of social class, gender, disability and ethnic biases—leaves much room for improvement, to the extent that one can conclude that many U3As are reinforcing a degree of inequality amongst older persons in general but especially amongst the most vulnerable sectors of the ageing population. The chapter’s final section points out to the need for the U3A movementU3A movement to renew itself so as to remain relevant to incoming groups of older persons whose generational habitus is certainly distinct from that of preceding cohorts, for whom the U3As are generally targeted, by including a number of policy recommendations for the future.]

Published: Jul 2, 2019

Keywords: University of the third age; Educational gerontology; Older adult learning; Third age; Active ageing; Geragogy

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