The article presents findings from a large-scale qualitative research study conducted as part of a three-year Erasmus+ project entitled Old Guys Say Yes to Community, which included partners from ...Slovenia, Portugal, Poland and Estonia. The project explored how inactive ageing affects the quality of life, health and well-being of men aged 60 years or more, and how (self-)exclusion from the community can lead to social and psychological ‘death’. The article highlights four interconnected themes which are inadequately, insufficiently, or simply not addressed by national institutions and often also the non-governmental sector in the researched countries. The themes – the pluralisation of transitions to retirement and ageing; absent bodies and invisible lives; hegemonic masculinity and gendered experiences; and community-based learning, action and spaces – are supported by well-defined issues and obstacles preventing men from integrating into the community and are completed with suggestions and recommendations to implement much-needed changes. In addition to these four themes, the article touches upon a series of subtopics and questions that should be addressed by further scientific research in the observed countries.
The central theme of this article is the question of whether the narrator of a witness account or a critical auto/biography can also be the (co-)author of a scientific or literary written record. ...Based on reflections from her own biographical research on revolutionary movements in the Global South and oppressed and silenced groups, the author has identified the characteristics of testimonies which she has positioned in relation to Santos’ Epistemologies of the South. The research is reflected through the author’s contemplation of her fieldwork over the last ten years and through examples of literary written records which have empowered social emancipation; it shows how the pedagogy of testimonies can be used innovatively in learning and research as well as how testimonies can also make a fruitful contribution to much-needed considerations on silenced epistemologies in the classroom and in society.
Članek predstavlja analizo fokusne skupine, ki je bila marca letos izvedena v občini Ajdovščina v okviru projekta Old Guys Say Yes to Community. V projektu z evropskimi partnerji ugotavljamo ...vključenost starejših odraslih (zlasti moških 60+) v prakse skupnosti in skupnosti prakse, v članku pa analiziramo, kako udeleženci fokusne skupine iz Ajdovščine opažajo in razumejo vključevanje starejših odraslih v svojem okolju ter kje vidijo ovire in možnosti za večjo vključenost moških 60+ v tovrstne prakse. Z metodo odprtega kodiranja in identificiranjem preliminarnih tematskih kategorij ter prek selektivnega kodiranja in sintetiziranja konceptualnih kategorij je bilo ugotovljeno, da so udeleženci fokusne skupine svoje družbeno okolje opredeljevali prek socioloških vidikov in societalnih vrednot, najranljivejših populacij (kamor so prištevali tudi starejše odrasle) in preživetvenih strategij ter ustvarjalnosti kot prispevka starejših občanov k razvoju skupnosti. Izzive in vizije za kakovostno in dostojno življenje starejših odraslih so oprli zlasti na varstvo in skrbstvo, medtem ko so možnosti za skupnosti prakse videli v raznolikih že obstoječih in drugih izobraževalnih in učnih programih, informiranju in ozaveščanju o njih ter premišljanju o nadomestnih aktivnostih za vključevanje moških (60+) v družbeno življenje. Poudarjeni so bili še vloga ozaveščanja moških o pomenu iskanja novih družbenih okolij že v procesu upokojevanja, pripravljenost za prenos dobrih praks v svoje lokalno okolje itn. Ugotovitve analize fokusne skupine so relevantne za nadaljnje raziskovanje vključenosti starejših moških v skupnost v Sloveniji in Evropi, kjer se tovrstni razmisleki šele vzpostavljajo.
Le dve leti po monografiji Spoznaj sebe in druge zaslužne profesorice ljubljanske univer ze, andragoginje dr. Ane Krajnc smo dobili njeno novo monografijo z naslovom Starejši se učimo. Izobraževanje ...starejših v teoriji in praksi. Da je lahko tretje življenjsko obdobje ne le dolgo, temveč tudi bogato, plodno, intenzivno in še kako angažirano, nam avtorica ne dokazuje le s svojimi številnimi strokovnimi in znanstvenimi objavami, domačimi in mednarodnimi projekti ter predanim delom v okviru Univerze za tretje življenjsko obdo bje (UTŽO), ki dosega neverjetne razsežnosti (33 let delovanja, 52 organizacij UTŽO po Sloveniji, letno okrog 22.000 študentk in študentov), ampak tudi z novimi in relevantnimi premisleki učnih praks, posredovanjem in premišljanjem izkušenj aktivnega udejstvova nja in vodenja UTŽO ter s širokimi refleksijami družbenih, psiholoških in učnih procesov, ki prečijo sodobne družbe od prvega pa do zadnjega življenjskega obdobja.
Avtorica poskuša v članku odgovoriti na vprašanje, kako v družbeni fašizem, ki smo mu priča v Evropi, vpeljati perspektive za antirasistično izobraževanje. Pri tem se naslanja na dela portugalskega ...opozicijskega postkolonialista Boaventura de Sousa Santosa, v katerih ob predpostavki sociologije odsotnosti in sociologije postajanja dekolonializira evropocentrično monokulturo znanj; na epistemicid zahodnih znanosti odgovarja z epistemologijami Juga; za možnost globalne družbene pravičnosti naslavlja globalno kognitivno pravičnost, priznavanje in ovrednotenje izključenih vednosti in ne nazadnje kot alternativo predlaga ekologijo znanj ter medkulturne prevode. Članek na diskurzivni ravni pokaže, kako se obstoječe družbene realnosti prek izobraževanja (in v izobraževanju) sprevračajo v ideološke anticipacije, prek katerih ni mogoče misliti ne sodobnih družbenih problemov (konkretno, migracijskih tokov in družbenega fašizma) niti rešitev oziroma družbenih transformacij. S primerom sociologije postajanja pa nakaže antirasistično opismenjevanje, ki se zarisuje na preseku izključenih znanosti in brezpravnih ljudi, objektov naših diskurzov o človekovih pravicah.
Zavod za podporo civilnodružbenih iniciativ in multikulturno sodelovanje Pekarna Magdalenske mreže Maribor je nevladna organizacija, ki se ukvarja s spodbujanjem programskega in projektnega ...sodelovanja med posamezniki in skupinami umetniških, kulturnih, izobraževalnih, raziskovalnih, ekoloških, informacijskih in humanitarnih dejavnosti.
This article explores intergenerational and intercultural community learning and exchange developed by three of the most oppressed communities in the 21st century in India (Chhattisgarh) and Latin ...America (Mexico and Honduras). Self-determining rebel communities-potentias-are one of the rare examples of intergenerational exchange and cooperation as a precondition for social transformation and for dignified society; therefore they are laboratories of intergenerational, intercultural, and participatory community learning. Learning-in-struggle and learning-while-struggling always demand all generations, the whole community, all genders, and innovative approaches that can reach new horizons of alternative society and are as such able to grow in schools for social transformation.
The article covers the concept of solidarity economics developed by autogenous revolutionary struggles - potentias - in the Global South from the 1950s onwards. Theoretical placement and ...contextualisation of solidarity economics is critically discussed in the second section, followed by methodological and theoretical work on the concept in the third section. Findings and observations from field research in India and Venezuela conducted by the author in 2007 and 2008 are presented in the fourth section, where solidarity economics is seen as an epistemic community with the new language of struggle and also as an attempt at other epistemologies. Perspectives for mutual, participatory, and community learning from the aspect of 'learning-bystruggling' and the educational platform embedded in assemblies, encounters, and different forms of group discussion and decision-making processes are considered in the fourth and fifth sections, together with the idea of the authentic re-creation of community. (DIPF/Orig.).
PDF
