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Older men´s perceptions on nonformal and formal activities in the community
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Orientador(es)
Resumo(s)
The demographic landscape of Europe is undergoing a profound transformation, with a growing proportion of older adults. In response, European Commission has adopted the Active Ageing policy, aligning with the World Health Organization’s framework, to promote participation among older adults. However, participation in learning activities remains unevenly distributed, often favouring those with higher educational attainment and women. Drawing on Cumulative Advantage and Disadvantage theory, the main aim of this study is to understand if differences and similarities in older men’s perceptions of non-formal and informal activities are shaped by their educational attainment. Using a biographical research approach, we analysed narrative interviews with 54 older men from southern Portugal, alongside with three focus groups with educators and non-formal education providers. Our findings revealed that social class and gender are key factors in influencing older adults’ participation in learning and community activities. Older men with lower educational attainment faced precarious work conditions, financial instability, and limited engagement in learning activities. In contrast, those with higher educational attainment benefited from cultural engagement and social capital, being more involved in learning activities. Gender also influenced community participation, with older women favouring structured learning and older men favouring informal, community-based activities. Community activities seem to be a way for women to leave traditional domestic spaces and to express changes in their daily lives. The lower participation of men in such activities can be explained by social class, but also by the gendered nature of different spaces. Men tend to seek out safe, predominantly male spaces and avoid mixed education and learning spaces. Both situations stem from patriarchal dominance in private relations and a more nuanced relative dominance in community/societal relations.
Descrição
Palavras-chave
Older men Social class Gender inequalities Community learning Community gendered spaces
Contexto Educativo
Citação
Vilhena, C., Valadas, S. T., & Fragoso, A. (2024). Older men’s perceptions on nonformal and formal activities in the community. In C. C. Vieira & J. Ostrouch-Kamińska (Eds.), Gender and adult education research in the face of social and cultural changes (pp. 85–100). Brill. https://doi.org/10.1163/9789004748880_006
Editora
Brill