This paper proposes that theorising about widening participation pedagogic practice in relation to older adults can be significantly developed by integrating insights from critical educational gerontology and academic literacies perspectives. We examine the possibilities of this theoretical development by drawing on two exploratory research projects with 20 older students in a Scottish university, proposing dialogue can act as a catalyst for making the opaque, transparent and learning experiences, transformative.
|Title of host publication||Adult Education Research Conference: 2010 Conference Proceedings|
|Number of pages||9|
|Publication status||Published - 6 Jun 2010|