Brian Findsen
Biographic Data
| ID | 4156589 |
|---|---|
| NAME | Brian Findsen |
| GIVEN NAMES | Brian |
| FAMILY NAME | Findsen |
| SIGNATURE | FINDSEN B |
| AFFILIATIONS | University of Waikato |
| ORCID | 0000-0003-1276-8159 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Age-friendly cities and lifelong learning
This article investigates the modern phenomenon of age friendliness, more particularly the notion of an “age-friendly city,” from both a macro perspective as well as at the level of a localized application of age friendliness in a single city. Much of the rhetoric of age-friendly conceptualization has strong affinity to the themes of lifelong learning, and proponents of each sector can benefit from mutually understanding the respective principles…
Inclusion and exclusion in later life learning
The concept and practices associated with learning in later life provide a broad context for understanding the articles published in the IJLE. The main aim of this review is to identify dominant aspects in discourses on older learners in the IJLE and how they have changed over the decades. Hence, we identify and briefly discuss historical trends in the lifelong learning/education literature before focusing on emergent themes from IJLE articles fr…
Learning in later life
This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpr…
Lifelong Learning in Later Life
Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life …
Later life learning for adults in Scotland
Undertaken in the context of an ageing population and under-representation of older adults in formal education in Scotland, this paper reports on selected findings from research funded by the West of Scotland Wider Access Forum. Using a longitudinal design, the project sought, over a two-year period, to track the experiences of 85 working class older adults over the age of 50 in four further and three higher education institutions in the west of …
Freirean Philosophy and Pedagogy in the Adult Education Context
Later life learning for adults in Scotland
Undertaken in the context of an ageing population and under-representation of older adults in formal education in Scotland, this paper reports on selected findings from research funded by the West of Scotland Wider Access Forum. Using a longitudinal design, the project sought, over a two-year period, to track the experiences of 85 working class older adults over the age of 50 in four further and three higher education institutions in the west of …
Freirean Philosophy and Pedagogy in the Adult Education Context
Learning in later life
This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpr…
Freirean Philosophy and Pedagogy in the Adult Education Context
Lifelong Learning in Later Life
Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life …
Later life learning for adults in Scotland
Undertaken in the context of an ageing population and under-representation of older adults in formal education in Scotland, this paper reports on selected findings from research funded by the West of Scotland Wider Access Forum. Using a longitudinal design, the project sought, over a two-year period, to track the experiences of 85 working class older adults over the age of 50 in four further and three higher education institutions in the west of …
Learning in later life
This article is concerned with how learning in later life has been constructed and practised by the two most numerous ethnic groups in Aotearoa/New Zealand, Pākėhā (Europeans) and Māori (Indigenous people). It is argued that learning is heavily influenced by historic features of interaction between these two groups; Pākehā as the dominant cultural and economic group and Māori as subordinate. While contemporary perspectives are necessarily interpr…
Inclusion and exclusion in later life learning
The concept and practices associated with learning in later life provide a broad context for understanding the articles published in the IJLE. The main aim of this review is to identify dominant aspects in discourses on older learners in the IJLE and how they have changed over the decades. Hence, we identify and briefly discuss historical trends in the lifelong learning/education literature before focusing on emergent themes from IJLE articles fr…
Age-friendly cities and lifelong learning
This article investigates the modern phenomenon of age friendliness, more particularly the notion of an “age-friendly city,” from both a macro perspective as well as at the level of a localized application of age friendliness in a single city. Much of the rhetoric of age-friendly conceptualization has strong affinity to the themes of lifelong learning, and proponents of each sector can benefit from mutually understanding the respective principles…
Pedagogy (6 works) · Sociology (5 works) · Lifelong learning (4 works) · Political science (4 works) · Psychology (4 works) · Context (archaeology (3 works) · Adult and Continuing Education Topics (2 works) · Adult education (2 works) · Education Systems and Policy (2 works) · Epistemology (2 works)