- Title
- Men learning later in life : Floating the idea of shedagogy
- Creator
- Golding, Barry
- Date
- 2014
- Type
- Text; Conference paper
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/161409
- Identifier
- vital:12466
- Identifier
- http://www.um.edu.mt/events/eloa2014
- Abstract
- Men learning later in life is a theme that has begun to receive research attention in recent years in several world nations, leading to the recent publication of Men learning through life (Golding, Mark & Foley, 2014) with contributed chapters from researchers in seven different countries. The research focused particularly on older men’s informal learning through community contexts. It is men not in paid work, including the increasing proportion of older men in most nations who are retired from paid work, who are of particular interest here. The paper will summarise what is known about the field, and also include a synopsis of what is know about older men, learning and later life from the men’s shed movement, currently spreading rapidly in several European nations beyond its original development site in Australia. For the first time it introduces the term shedagogy, to playfully but purposefully summarise a new way of thinking about learning for many older men. Shedagogy is seen as a cheeky but useful rhetorical device to make a claim about the distinctive nature of men’s shed-based learning. Its most important element of is that learning for many older men should be neither fore-grounded not named, but created collaboratively and ‘hands-on’ in communities of informal men’s practice. Other essential elements are that participants bring and share what they know and can do, rather than being problematised and patronised from ageist and deficit models and learners, customers, patients, clients or students.
- Relation
- ELOA 2014 Conference, 'Innovations in older adult learning: Theory, research, policy'
- Rights
- This metadata is freely available under a CCO license
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