Present and future of school intergenerational programmes: A study from Spain
Metadatos
Mostrar el registro completo del ítemEditorial
Taylor & Francis
Materia
Intergenerational learning Intergenerational schools Intergenerational programmes Educational leadership School development
Fecha
2020-09-16Referencia bibliográfica
Margarita Campillo, Mariano Sánchez & Pilar Díaz (2020): Present and future of school intergenerational programmes: A study from Spain. Educational Research. DOI: 10.1080/00131881.2020.1819847
Resumen
Background: International research suggests the value of school
Intergenerational Programmes (IPs) and intergenerational schools.
However, there is a scarcity of studies at country level exploring the
process of expanding from the introduction of intergenerational
activities to adopting an intergenerational school model.
Purpose: This study sought to further the understanding of the
ways in which IPs are being incorporated into schools in Spain.
Method: Primary and secondary schools in Spain that were carrying
out intergenerational activities with educational purposes were
identified. A sample of 25 schools was examined and key personnel
were interviewed. Data from seven schools which had incorporated
intergenerational work in the format of a programme were selected
for further analysis. Qualitative thematic analysis of the seven
selected cases ensued, in order to describe IP features including
programme content and integration of the IP in the school
curriculum.
Findings: The analysis of the data from key personnel interviews
found that intergenerational programmes were only partially integrated
in the everyday life and academic activity of sampled
schools. However, it was evident that key personnel also considered
that the children who were participating felt affection for the older
people involved and appeared to enjoy an authentic relationship
with them; older participants also registered some apparent benefits.
Key personnel concluded that these programmes did achieve
their goals and bring about a high level of satisfaction. However,
the study also indicated that the school IPs that were analysed were
the fruit of individual rather than institutional interests, suggesting
limited stakeholder involvement on the part of public authorities.
Conclusions: Our study suggests that schools in Spain have not yet
developed sufficiently to implement intergenerational education
projects in line with international intergenerational schools elsewhere.
Further analysis would be necessary to better comprehend
the reasons for what seems to limit the integration and embedding
of IPs into the curriculum. The study highlights a need to understand
further how to infuse an intergenerational component in
current formal pedagogical and educational school practices, with
the aim of utilising the benefits of IPs for the improvement of
compulsory education.