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AGILE - Ages for learning and growth: sociocultural perspectives
Titre du projet
AGILE - Ages for learning and growth: sociocultural perspectives
Description
AGILE studies learning as situated activity in people with maturity. The group examines how age has been conceptualized in research and practice. It also examines learning in mature people, at the scale of situated activities in transitions between activities and living conditions, or as it takes place when reexamining one’s life-course - because of voluntary or imposed changing life circumstances.
Chercheur principal
Statut
Completed
Date de début
1 Janvier 2015
Date de fin
31 Décembre 2019
Chercheurs
Organisations
Site web du projet
Identifiant interne
31322
identifiant
3 Résultats
Voici les éléments 1 - 3 sur 3
- PublicationAccès libreThe relevance of a sociocultural perspective for understanding learning and development in older age(2020-9-26)
; This paper proposes a sociocultural psychology approach to ageing in the lifecourse. It proposes to consider sociogenetic, microgenetic and ontogenetic transformations when studying older age. On this basis, it considers that older people's lives have two specificities: a longer life experience, and a unique view of historical transformation. The paper calls for a closer understanding of the specific and evolving conditions of ageing, and for more inclusion of older citizens in public debate and policy making. - PublicationAccès libreLearning and developing over the life-course : A sociocultural approach(2020-12-6)
; ; This article introduces the special issue “Learning and Developing over the Life-Course: A Sociocultural Approach”, which collects six papers stemming from the project “Ages for Learning and Growth: Sociocultural Perspectives” (AGILE), supported by the European Association for Research on Learning and Instruction. Considering that sociocultural psychology has mainly focused on development and learning in children, adolescents or (young) adults, AGILE aims at exploring learning and development in older people's lives. To do so, theoretical concepts and methodological tools used in research on other developmental periods had to be reconfigured and enlarged. The article first presents the main theoretical and methodological assumptions underlying sociocultural psychology, and shows the challenges of applying them to older people. Each of the six papers (by Aleksander Baucal, Michèle Grossen, Pernille Hviid, Kyoko Murakami, Roger Säljö, Fabienne Tarrago Salamin, Isabelle Tournier and Tania Zittoun) is then briefly introduced. In conclusion, the article emphasises the importance of accounting for the situatedness of older persons' activities, the meaning they give to these, and their experience of ageing. Methodologies that recognise the expertise of the persons participating in a study, and include them as active participants, are also called for. - PublicationAccès libreCreating new spheres of experience in the transition to a nursing home(2020-10-1)
; ; Tarrago Salamin, FabienneDrawing on sociocultural psychology, we sketch out a new approach to the development of persons in old age, especially when they enter a nursing home and start a new life there. Based on the results of a qualitative case study of a nursing home in Switzerland, we examine both the social and material conditions of living in a nursing home, and look at how they are linked to residents' subjective experience and sense of self-continuity (Erikson & Erikson, 1998). Data collection includes, first, documentation of the institutional and organizational background of the nursing home; second, observations of the institutional life and interviews with the manager, staff, and some of the residents' family members, in order to find out how the nursing home operated on a daily basis; third, interviews with the residents themselves, in order to understand their subjective experience and their use of time and space. Analysis showed that the residents displayed creativity in transforming the given environment into new personal spheres of experience. They also created distal spheres of experience, through the use of various symbolic resources and objects. In so doing, they called up vivid memories of their past, as well as imaginary explorations of alternative presents and possible futures. These imaginary explorations supported their personal continuity, as well as their engagement and imagination. We highlight the theoretical and practical implications of our findings.