Description:
This paper is based primarily on a suite of completed research in Australia into informal learning by older men in community contexts. Based on extensive survey and interviews, this suite forms part of the first prong of a proposed, new international comparative study of older men's(defined as over 45 years) informal learning across countries and cultures. The research into older men's lifelong learning was originally motivated by knowledge of the relatively low proportion of older men involved in adult and community education (ACE) settings in Australia. It was widely believed that older men were not interested and therefore not involved in learning. A number of research projects since 2002 in rural and remote Australian communities sought to look beyond what are conventionally regarded as education providers and closely examine whether and what learning takes place informally by older men who participate in community-based organisations. The research began with studies of men's learning in volunteer rural fire brigades, football and senior citizens clubs, land care as well as adult and community education providers. It led to as study of the learning role and function of rural fire brigades and emergency service organisations in small and remote towns across Australia. The research has most recently focussed on informal learning through men's sheds in community contexts. These workshops specifically for older men have recently sprung up and proliferated across much of southern Australia. What has emerged from the research is a picture of older men with a strong desire to socialise and learn, particularly with other men, in productive, informal contexts, wherever possible outside. Older men's experiences of learning as well as their lives generally have often been adversely affected over a lifetime by negative experiences of formal learning, starting with school. This paper takes what has been learnt from this suite of studies, pulls together some of the common threads, and places the findings against what is known from the wider international research literature about older men's learning. These include an examination of common motivations for older men to learn, common barriers, preferred pedagogies as well as some common valued outcomes. It seeks to determine whether what has been found from this research in Australian community contexts is similar to or different in what has been found other countries and cultural settings. Part of the paper includes consideration of issues associated with men's identities as they age as well as gender issues associated with learning. It also critically examines the role and legitimacy of creating learning spaces and organisations for men and older men in particular.
Description:
This paper reports on research into community-based men's sheds in Australia, focusing on how regular activity in these sheds impacts on the informal learning experiences of the mainly older men who use them. It leads to an exploration and reflection on how men's learning experiences in such sheds might inform adult and vocational education in community contexts for older men in other national and cultural contexts. Shed-based activity in community settings is found to provide a critically important, positive and therapeutic, male-positive context that satisfies a wide range of needs not currently available to older men in more formal education settings or in typical adult learning providers. Men's sheds in community contexts provide an important and voluntary social and community outlet for older retired men, particularly for workin- class men who are less likely than other men and particularly women to participate in adult and community education. The research identifies the likely fruitfulness of more closely examining the role of informal learning in enhancing wellbeing through voluntary participation in community settings in other cultural and national contexts.
Description:
Objectives: Living alone is a risk factor for depressive symptoms among older men, and is likely to occur due to belongingness needs being unmet. It is proposed the living alone-sense of belonging and living alone-depressive symptoms relations are stronger for gay men than heterosexual men, due to different family circumstances. This research tested a moderated mediation model, specifically whether the relationship between living alone and depressive symptoms is mediated by sense of belonging, and whether the living alone-sense of belonging and living alone-depressive symptoms relationships are moderated by sexual orientation. Method: A community sample of 169 Australian gay men aged 65 to 93 years and 187 Australian heterosexual men aged 65 to 94 years completed the Psychological subscale of the Sense of Belonging Instrument and the Center for Epidemiologic Studies Depression Scale. Results: Results supported the simple mediation model, with living alone being associated directly and indirectly with depressive symptoms via sense of belonging. The conditional indirect effect of living alone on depressive symptoms via sense of belonging was not significant, and therefore the moderated mediation model was not supported. Conclusion: Results imply that older men who live alone are at increased risk of depressive symptoms directly and indirectly via lower levels of sense of belonging.
Description:
This chapter is based on a suite of completed research in Australia into informal learning by older men (age over 45) in community contexts that forms the first part of an international comparative study of men’s informal learning. A number of research projects since 2002 in rural and remote Australian communities sought to look beyond what are conventionally regarded as education providers and to examine closely whether and what learning takes place informally by men, particularly by older men, who participate in community-based organisations.
Description:
Understanding and exploring complex and protracted social questions requires sophisticated investigative approaches. In this article we intend looking at a research approach capable of providing a better understanding of what is going on in schools, students and communities in "exceptionally challenging contexts" (Harris et al., 2006)-code for schools and communities that have as a result of wider social forces, been historically placed in situations of disadvantage.
Description:
Understanding and exploring complex and protracted social questions requires sophisticated investigative approaches. In this article we intend looking at a research approach capable of providing a better understanding of what is going on in schools, students and communities in "exceptionally challenging contexts" (Harris et al., 2006)-code for schools and communities that have as a result of wider social forces, been historically placed in situations of disadvantage.
Description:
The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
Description:
The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.
Description:
Discusses community discourses that pose tensions for educators and community groups wanting to involve children as authentic community decision makers.
Description:
Discusses community discourses that pose tensions for educators and community groups wanting to involve children as authentic community decision makers.
Description:
Objectives: Higher levels of depression have been documented among older adults who reside in an assisted living facility, compared with those who remain in their own homes. The aims of the current study were to test whether the relationship between housing type and depressive symptoms was mediated by a sense of belonging and whether housing type and sense of belonging interact to influence the depressive symptoms among older adults (moderation model).Method: A sample of 257 older adults who lived in their own homes and 166 older adults who lived in an assisted living facility completed the psychological subscale of the Sense of Belonging Instrument and the Center for Epidemiologic Studies Depression Scale.Results: Results showed that a sense of belonging partially mediated the relationship between housing type and depressive symptoms, such that living in a nursing home was associated with lower levels of belonging, and lower levels of belonging were, in turn, associated with higher levels of depressive symptoms. Residing in an assisted living facility was associated with depressive symptoms at low and average levels of belonging.Conclusion: Results highlight the need for more research on the role of sense of belonging as an influencing factor on depressive symptoms among institutionalised older adults for both theoretical and treatment goals.
Description:
This study was supported by The Nurse Maude Association, Christchurch, New Zealand, a community‐based nursing service in New Zealand. We acknowledge the contribution of the following Nurse Maude Association staff: Mary‐Anne Stone (MPH), Senior Manager of Research, Innovation and Aged Residential Care. Cathy Hammond (MA–Clinical Nursing), Clinical Nurse Specialist – Specialist Wound Service. Denise Brankin (RN, PGDipHSc), Service Manager, Specialty Nursing Services. Gill Coe (BA), Research Officer.creative
Description:
This paper examines the learning experienced through participation by men in two quite different two motor sports organisations in Western Australia. It relies on interview data from volunteers about what they do and what they learn as a consequence of their participation in staging complex but safe, competitive, public events. The paper provides evidence of a deep well of learning and wide range of skills produced as a consequence of participation. This learning would rarely be recognised as education or training, illustrating the need for caution when concluding that adult education is not taking place and learning outcomes are not being achieved other than through courses where teaching occurs, or in contexts that are regarded as literary. What men skills men learnt, though significant as outcomes, were not the object of the motor sport activity, supporting Biesta's (2006) view that the amassing of knowledge and skills can be achieved in other valuable ways aside from through education.
Description:
This paper examines the learning experienced through participation by men in two quite different two motor sports organisations in Western Australia. It relies on interview data from volunteers about what they do and what they learn as a consequence of their participation in staging complex but safe, competitive, public events. The paper provides evidence of a deep well of learning and wide range of skills produced as a consequence of participation. This learning would rarely be recognised as education or training, illustrating the need for caution when concluding that adult education is not taking place and learning outcomes are not being achieved other than through courses where teaching occurs, or in contexts that are regarded as literary. What men skills men learnt, though significant as outcomes, were not the object of the motor sport activity, supporting Biesta's (2006) view that the amassing of knowledge and skills can be achieved in other valuable ways aside from through education.
Description:
Continued rural maternity closure across Australia has seen impacts on women and families such as financial pressures, quality and safety concerns, and emotional pressure. This review aimed at understanding how media coverage of rural maternity and closure are presented and what impact this may have on maternity service sustainability. This research seeks to examine media discourse and characteristics of online newspaper articles related to rural maternity services. A narrative review was conducted using thematic discourse analysis to examine online newspaper content published in Victoria, Australia from 2010 to June 2021. Local maternity services were a source of community interest for rural people. Coverage of negative outcomes for mothers and babies was highlighted by rural newspapers however, increased content over the last 12-month period focused on community support for the sustainability of rural maternity services. Recent community support in newspaper articles coincided with maternity services reviews and retaining some of these rural services. Community support in media may provide a protective social pressure, leading rural health services to consider this when reviewing the sustainability or closure of rural maternity services. Media attention about sustaining local maternity services by highlighting issues and representing community voices may influence health executive to consider opportunities to remodel and sustain high-quality and safe maternity care in rural settings. Knowing how rural health executives consider media, community pressure, and how it impacts expediency of maternity service closure decisions is unknown and an important gap in knowledge to explore and understand.
Description:
Continued rural maternity closure across Australia has seen impacts on women and families such as financial pressures, quality and safety concerns, and emotional pressure. This review aimed at understanding how media coverage of rural maternity and closure are presented and what impact this may have on maternity service sustainability. This research seeks to examine media discourse and characteristics of online newspaper articles related to rural maternity services. A narrative review was conducted using thematic discourse analysis to examine online newspaper content published in Victoria, Australia from 2010 to June 2021. Local maternity services were a source of community interest for rural people. Coverage of negative outcomes for mothers and babies was highlighted by rural newspapers however, increased content over the last 12-month period focused on community support for the sustainability of rural maternity services. Recent community support in newspaper articles coincided with maternity services reviews and retaining some of these rural services. Community support in media may provide a protective social pressure, leading rural health services to consider this when reviewing the sustainability or closure of rural maternity services. Media attention about sustaining local maternity services by highlighting issues and representing community voices may influence health executive to consider opportunities to remodel and sustain high-quality and safe maternity care in rural settings. Knowing how rural health executives consider media, community pressure, and how it impacts expediency of maternity service closure decisions is unknown and an important gap in knowledge to explore and understand.
Description:
Our paper explores some recent innovations in workshop-based learning practice that come out of community-based men's sheds in Australia. It deliberately goes beyond an exploration of the typical community-based men's shed, already explored in our recent NCVER research report and looks at some new and productive interactions between sheds and other informal learning organisations. We go to the margins of rapidly evolving shed practice and single out three types of shed-based organisations that work with school resisters, Vietnam Veterans and older men in aged care. Our aim is to illustrate, using new Australian narrative data, some theoretical and practical implications and benefits of reciprocal, workshop-based mentoring relationships involving men of different ages. Our focus is on ways in which men with a skill or trade are able, in a situated and authentic learning context, to informally weave magic for and with other men, and in some cases with young people. Our paper provides pointers to some of the principles underpinning successful informal and community-based learning practice for older men: particularly the need for a high level of engagement; the choice of an appropriate and safe setting; and to account for the differences associated with age and gender. We articulate an imperative for bringing more blokes into all forms of learning in Australia including through more informal, community-based learning as well as through adult and community education. Our paper and its conclusions have implications for other workshop and shed-based learning practice in vocational education and training as well as informal and community-based learning by volunteers in the quintessential and ubiquitous Australian fire and football sheds.
Description:
Our paper explores some recent innovations in workshop-based learning practice that come out of community-based men's sheds in Australia. It deliberately goes beyond an exploration of the typical community-based men's shed, already explored in our recent NCVER research report and looks at some new and productive interactions between sheds and other informal learning organisations. We go to the margins of rapidly evolving shed practice and single out three types of shed-based organisations that work with school resisters, Vietnam Veterans and older men in aged care. Our aim is to illustrate, using new Australian narrative data, some theoretical and practical implications and benefits of reciprocal, workshop-based mentoring relationships involving men of different ages. Our focus is on ways in which men with a skill or trade are able, in a situated and authentic learning context, to informally weave magic for and with other men, and in some cases with young people. Our paper provides pointers to some of the principles underpinning successful informal and community-based learning practice for older men: particularly the need for a high level of engagement; the choice of an appropriate and safe setting; and to account for the differences associated with age and gender. We articulate an imperative for bringing more blokes into all forms of learning in Australia including through more informal, community-based learning as well as through adult and community education. Our paper and its conclusions have implications for other workshop and shed-based learning practice in vocational education and training as well as informal and community-based learning by volunteers in the quintessential and ubiquitous Australian fire and football sheds.
Description:
This small-scale study examinesyoung people’s perspectives aboutenergy transition and climate change adaptation in regional Gippsland, Victoria,Australia. As the opinions and experiences of children and youth have been historically overlooked in contemporary sustainability climate discourse and policy, this research investigatespreviously unheard accounts.The studydrawsonfourfacilitated “Conversations for Change”discussions with a total of 14 young people (aged 9-17)that exploredtheir ideas and concerns about sustaining themselves and their communities during a time of climate change and energy transition. Theirideas and opinionsaboutliving in/with a climate-alteredlocaland global futurearereflected across four main themes: (a)young people’s values;(b) perceptions of energy, transition and adaptation;(c) the enabling role of climate literacy for young people; and (d) responding to a just energy transition through collective endeavors.