Treść głównego artykułu

Abstrakt

This paper illustrates the setting up and the delivery of a Service-learning module at King’s College London during the Academic Year 2020-21, whereby postgraduate students engaged with a local community of older adults. Students and community partners were conceived as active co-creators of knowledge. Students were exposed to a theoretical input grounded on Positive Psychology, Intercultural Studies, Language & Intercultural Awareness, as well as qualitative methodologies focusing on Narrative and Auto-biographical research, while interacting with the older adults though telephone conversations. The module was delivered in the context of Covid-19, imposing a reshaping of its original format, allowing space for bio-digital encounters and for unexpected intra-actions to emerge. The module’s assessment included a self-reflective E-Portfolio and a Digital Project, where students represented their own voices and the stories of the older adults they engaged with. The paper concludes with a reflection on the value of transformative learning for all project participants, within and outside the academic context and argues for the vale of intergenerational encounters to tackle contemporary social issues, such as loneliness and mental health problems.

Słowa kluczowe

service-learning intergenerational methodology intercultural methodology narrative methodology

Szczegóły artykułu

Jak cytować
Puntil, D., Dias, G., Kralj, C., & Zunszain, P. A. (2022). Intergenerational Encounters: a Service-Learning Module for Postgraduate Students. Teraźniejszość – Człowiek – Edukacja, 24(1(91), 35-53. https://doi.org/10.34862/10.34862/tce/2022/08/03/tht1-qs71

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