| 1. |
- Ahl, Helene, 1958-, et al.
(författare)
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A theory of conditional social equality in learning groups
- 2022
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Konferensbidrag (refereegranskat)abstract
- This paper is inspired by an observation that challenges the theory of cumulative advantage/disadvantage (CAD). CAD says that not only are we born with unequal conditions, inequalities in any given characteristic, such as money, health, or status increase over time (Dannefer, 2003:327). People with educated parents tend to become well educated, and vice versa, and people with a higher level of education tend to engage in adult learning throughout their lives, while those with only compulsory school do not, which in turn effects their health, well-being and quality of life negatively. CAD is a somewhat deterministic theory, inviting ideas of what could be done to counteract such processes.Observations to this effect were made in studies of Men’s Sheds. Men’s sheds are community-based workshops offering men beyond paid work “somewhere to go, something to do and someone to talk to” (Golding 2015). Starting in Australia in the 1990s, it is a growing social movement with over 2000 Sheds worldwide (http://mensshed.org). The target group is largely retired working-class men; a group disadvantaged in terms of education, health, income and social status. However, Sheds attract men from all walks of life; also some well-educated and professional men.The Sheds have been found to benefit older men’s learning, health, well-being, and social integration. Traditional class divisions were erased, and participants were able to relinquish stereotypical “macho” male identities in favour of softer, caring identities (Cavanagh, Southcombe, & Bartram, 2014; Golding, Foley, & Brown, 2007; Golding, 2015; Haesler, 2015; Morgan, Hayes, Williamson, & Ford, 2007).The keys to their success are:(i) Sheds offer men practical, gender-stereotypical activities,(ii) they are self-organized, so service providers are kept at arm’s length, and(iii) women are not present (Ahl, Hedegaard, & Golding, 2017).A somewhat counter-intuitive conclusion is that when older men get to do gender stereotypical activities in gender segregated groups, they are able to relinquish class divisions and gender stereotypes. The research question is therefore: does learning in homogeneous groups challenge patterns of inequality, and if so, what patterns and how?Based on participant observations and interviews with “shedders” in three countries we found support for the afore-mentioned observations. Working class men possessed the necessary practical skills to became the teachers of other men – their competence was valued, which erased class divisions. When no women were around to fuss with their health concerns, or with tasks such as cooking, they started to do this for themselves and their mates. However, we also noted that heterosexuality was taken for granted and received conceptions of ethnicity/race were reinforced. Homosexuals and immigrants (or people of the native population) were not acknowledged – they became the new “others” of the group. A new-formed fellowship required an outgroup for its definition. Our conclusion is that learning in homogeneous groups allows the erasure of some inequalities, but reproduces others, and the former appears conditional on the latter. We use these observations to formulate a theory of conditional social equality (CSE) which may provide a partial antidote to cumulative disadvantage.
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| 2. |
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| 3. |
- Ahl, Helene, et al.
(författare)
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How the idea of a Men’s Shed travels to Scandinavia
- 2017
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Ingår i: Getting of wisdom – Learning in later life.
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Konferensbidrag (refereegranskat)abstract
- Australia has around 1,000 Men’s Sheds – informal community-based workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men’s learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men’s Shed is typically self-organized and ‘bottom-up’, which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men’s Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men’s Shed travelled to Denmark, a country with considerably more ‘social engineering’ than in Australia, where Sheds were opened in 2015, via a ‘top-down’ initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish ‘Shed’ organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men’s sheds, we describe how the idea of the Men’s Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as in Australia may result, provided that local ownership is emphasized.
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| 4. |
- Ahl, Helene, 1958-, et al.
(författare)
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How the Men’s Shed idea travels to Scandinavia
- 2017
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Ingår i: Australian Journal of Adult Learning. - : Adult Learning Australia Inc.. - 1443-1394. ; 57:3, s. 316-333
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Tidskriftsartikel (refereegranskat)abstract
- Australia has around 1,000 Men’s Sheds – informal communitybased workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men’s learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men’s Shed is typically selforganized and ‘bottom-up’, which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men’s Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men’s Shed travelled to Denmark, a country with considerably more ‘social engineering’ than in Australia, where Sheds were opened in 2015, via a ‘top-down’ initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish ‘Shed’ organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men’s sheds, we describe how the idea of the Men’s Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as exist in Australia may result, provided that local ownership is emphasized.
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| 5. |
- Ahl, Helene, et al.
(författare)
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The Nordic translation of “Men’s Shed”, a gendered model for adult learning
- 2017
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Konferensbidrag (refereegranskat)abstract
- Research topic/Aim: The purpose of this paper is to highlight empirical examples of habilitation effects of an adjusted education for young adults with high-functioning autism. Our paper draws upon findings from a project researched - an IT education called the IT-track - which is an example of an initiative that has had the intention to help to break the isolation and exclusion in favor of inclusion. The IT-track started in January 2012 and is founded by The European Social Fund (ESF), Region Jönköping, Höglandet’s Coordinating Association and Eksjö Municipality. It targets young people diagnosed with high-functioning autism between 19-30 years old. The IT-track offers upper secondary and university courses in programming, CAD and computer systems, as well as internship experience.Theoretical/Methodological framework Supported educationSupported employmentSense of coherenceThe study is inspired by ethnographic methodology (Hammersley & Atkinson, 2007), where researchers reside within the environments and situations they want to learn about. Data was collected by way of participant observations, natural conversations, research interviews with students and one focus group interview with the staff (van Manen, 1990). The different data collection methods complemented each other and, taken together, provide a rich description of the students’ experiences of the IT-track.Expected findings:The context of the present study is focused on (i) the students’ experiences of the IT-track, (ii) the students’ previous school experiences, and (iii) how they relate to their future. The findings involve:Identified adjustments at the IT-trackTo get structure in everyday lifeTo function better socially with others Extended horizons of possibilityEmployment and internshipRelevance for Nordic adult education and learning research:The findings have relevance for Nordic adult education and learning research due to a prior lack of research into Asperger syndrome and education of younger adults. This paper highlights the need for a better understanding of how environments can be adapted in order to be supportive and contributing to learning and habilitation.
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| 6. |
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| 7. |
- Ahl, Helene, 1958-, et al.
(författare)
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Why some homogeneous adult learning groups may be necessary for encouraging diversity : A theory of conditional social equality
- 2023
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Ingår i: Australian Journal of Adult Learning. - : Adult Learning Australia. - 1443-1394. ; 63:2, s. 119-139
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Tidskriftsartikel (refereegranskat)abstract
- This paper proposes a new theory of Conditional Social Equality (CSE) which in some ways challenges the theory of cumulative advantage/disadvantage (CAD), which postulates that inequalities and social divisions necessarily increase over time. Using evidence from informal learning groups in Men’s Sheds in three countries, we conclude that some social divisions between homosocial groups, in this case groups of older men, may actually decrease – but only under certain conditions. Male-gendered learning groups that were relatively homogeneous by age helped erase class divisions and softened gender stereotypes. Our theory of conditional social equality (CSE) predicts the following: i) in-group homogeneity can enable the acceptance of some aspects of heterogeneity, ii) some other aspects of in-group heterogeneity may not be tolerated, thus maintaining in-group cohesion, and iii), in-group homogeneity and boundary setting towards out-groups may be prerequisites for the acceptance of (some) aspects of in-group heterogeneity. All of this has important implications for adult learning in both heterogeneous and homogenous groups.
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| 8. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Att lära sig graffiti som pensionär
- 2022
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Ingår i: Äldres lärande. - Stockholm : Natur och kultur. - 9789127460256 ; , s. 105-126
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Continued growth later in life – older adults learning
- 2021
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Konferensbidrag (refereegranskat)abstract
- The demographic changes have resulted in an increased proportion of older people in the population in several countries. To have a large proportion of older people in the population is a situation that is historically unique and basically something positive. Despite this, the aging population is discussed as a problem as it puts pressure on pension systems and health care systems. As education and learning have contributed to positive development in several ways, the interest for older adults learning has increased. Education that occurs later in life can be considered as a means of supporting participation in an extended working life, as a democratic citizen, and as a way of promoting well-being.Research on older adults learning is considered the fastest growing branch of adult education in post-industrial countries and one of the most crucial challenges facing current adult European education (Formosa, 2000). Older adults learning focuses on the diverse provision of late-life learning, the motivations and interests of older learners, participation in and emancipatory policies for older adult learning, and the benefits of learning at different levels (Schmidt-Hertha, Formosa & Fragoso, 2019). Research in a Swedish context has provided insights into different aspects of older adults learning, such as intergenerational relationships, motivations and benefits, inclusion and participation, online and offline learning, working-life and guidance. The presentation will engage in a dialogue about these topics.
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| 10. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Learning graffiti later in life
- 2021
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Konferensbidrag (refereegranskat)abstract
- Summer courses are offered at Swedish folk high schools, often with an artistic or aesthetic theme. This paper presents a study of a course called Graffiti for seniors. Although graffiti is usually associated with young people, this course was aimed at pensioners, and the teacher explained that this contrast was a way to explore something new. In this paper, we will discuss the reason why the participants chose the course and how the course corresponded to their needs. The paper is based on a field study and presents observation notes, photos and interview material. The nine course participants were women and can be divided into two groups: people who were artists or artisans, and people who were curious about graffiti as an expression and culture. The material is analyzed using a theory of educational needs (McClusky, 1982). This theory was developed to respond to situations where education for and by older people was characterized by an ad hoc character, and there was a lack of systematic design in the investments made. The educational needs that McClusky included were Coping Needs, Expressive Needs, Contributive Needs, Influence Needs, and Transcendence Needs. Like Formosa's (2012) critique of geragogy, which states that the approach is based on an asymmetric power relationship, the theory of needs assumes a top-down approach to older adults – they are treated as “recipients” of education. The theory has, however, categories of needs that are relevant to understand more in-depth.Starting with the needs identified by McCluskey, the analysis of the observation and focus group interviews showed that the most prominent need in this case seemed to be 'Expressive Needs' - the need to engage in activities that are carried out for their own sake and that give the individuals an opportunity to express themselves. The course had an open structure, meaning that the participants could, and was expected to, contribute to the realization of the course. This was appreciated, but some of the participants wanted the course leader to step forward and provide structure. An example of structure would have been to incorporate some form of collective task for the participants to solve, as it challenges the individual character of artistic activity. This is an area where further studies are needed to understand how a course leader can steer in a way that provides both framework and guidance but does not steer details or hinder the participants own initiatives.One conclusion of the study is that the age of the participants places demands on the course leaders, as the participants has extensive experience and knowledge. The degree of independence varied, some wanted more instructions while others wanted a great degree of freedom to be able to take their own initiatives and engage in their own projects. However, everyone wanted qualified input and stimulation from the course leader. As a course leader in senior courses, one should be aware that when it comes to active pensioners, they have a great desire to continue to deepen or broaden their knowledge on their own terms but at the same time, the teacher should have techniques to stimulate and engage the participants.
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