Learning in later adulthood: A critical perspective

Abstract

The sub-field of educational gerontology, better known colloquially as learning in later life, has been receiving increased attention in the new millennium, especially as in many countries the proportions of older adults are reaching dramatic levels. This article provides insights into the historical development of later life learning including consideration of the ideas of old age or later adulthood. It looks into how knowledge (or curriculum) has been constructed within a lifelong learning framework before analysing issues of older people’s participation and providers of learning opportunities. Coverage of recent developments in this sub-field includes a review of important reports and academic publications. Finally, a number of emergent issues of special salience for older learners, especially connected to the new millennium, are discussed.