Description
Book SynopsisIntergenerational learning programs bring together skipped generations (for instance, elders and young children) to promote expansive communication and identity options for participants, as well as the forging of relationships between generations. More specifically, these programs help foster multimodal literacy for both generations, encouraging new ways of seeing oneself and the world. Learning at the Ends of Life illustrates the unique benefits of these trail-blazing programs through more than seven years of research on developing and implementing intergenerational curricula in Canada and the United States.
The first formal and sustained work on intergenerational curricula and literacies, Learning at the Ends of Life details the experiences of educators and participants in these programs. Rachel M. Heydon brings to life the particular possibilities of arts-based, multimodal curricula that draw on participants’ existing funds of knowledge and interests
Table of Contents
Preface Chapter One: Introduction to Intergenerational Learning Programs Chapter Two: Who Can Say What Is In My Heart? Illustrations of What Intergenerational Learning Programs Have Meant to Their Participants Chapter Three: The Making of Intergenerational Learning Programs Chapter Four: Intergenerational Art Curricula and its Possibilities for Participants Communication and Identity Options Chapter Five: The Possibilities of Curriculum: A Semiotic Chain in an Intergenerational Art Chapter Six: The Ends of Life: Death, Dying and Illness in Intergenerational Learning Programs Chapter Seven: The Lessons of Intergenerational Learning Programs References Appendices
