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  • 1.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Boström, Ann-Kristin
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Dybelius, Anders
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Intergenerational learning in a changing world: Knitting generations together2023In: Ricerche di Pedagogia e Didattica: Journal of Theories and Research in Education, E-ISSN 1970-2221, Vol. 18, no 2, p. 51-65Article in journal (Refereed)
    Abstract [en]

    In intergenerational projects, learning a craft is an activity that may be of interest to people of different ages. This paper focuses on knitting as a craft. In most Western societies, knitting is often considered a craft for women, but on Taquile Island, Peru, it is the men who knit. This paper discusses knitting from an intergenerational perspective whilst focusing on gender and culture. To this aim, we introduce an intrinsic case study to examine the role of gender and culture in intergenerational learning. The data used in this study was collected during a visit to Taquile Island. In summary, the study’s findings reveal that (i) on Taquile, members of the community invest in maintaining cultural traditions in opposition to being swept along by (con)temporary social changes; (ii) knitting on Taquile is approached as a practical technique in contrast to Western culture where knitting is connected to the concept of ‘well-being’; and (iii) whilst gender structures may set frames for performance, the Taquile case demonstrates that what is typically considered ‘male’ or ‘female’ may vary.

  • 2.
    Brink, Satya
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Model of environmental intergenerational learning extending to the later years2023In: Ricerche di Pedagogia e Didattica: Journal of Theories and Research in Education, E-ISSN 1970-2221, Vol. 18, no 2, p. 67-79Article in journal (Refereed)
    Abstract [en]

    The existential threat of climate change can draw living generations together through lifelong learning for a cohesive response. People in their later years must understand environmental impacts on themselves and future generations. A useful model of environmental learning must work well for every generation. This policy paper has two objectives based on the value of combining the theory of Nature Relatedness and Nudge theory for a model of environmental learning. First, to examine if the theory of Nature Relatedness which measures the individual’s relationship with nature is appropriate. It categorizes the relationship into four categories: passive, aware, responsive, and active based on observable characteristics of knowledge seeking, favourable attitudes, personal behaviour, and social action. Second, to investigate if learning based on Nudge theory can advance the relationship with nature to result in behavioural change. This model provides a useful framework to design environmental learning by all generations.

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