Title

 Present and future of school intergenerational programmes: A study from Spain

Authors

 Campillo, M (Campillo, Margarita), Sanchez, M (Sanchez, Mariano),  Diaz, P (Diaz, Pilar)

Published by

 ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

Date of Publication

 December 2020

Series/ Report no.

 Educational Research, Volume 62, Issue 4

Key words

 Intergenerational learning; intergenerational schools; intergenerational programmes; educational leadership; school development

Abstract

 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.

 주요 내용

 국제 선행연구들은 세대간 프로그램의 가치에 대해 설명해왔지만, 그동안 구체적인 활동에 대한 연구는 부족했다.  본 연구는 세대간 프로그램을 진행했던 스페인 7개의 초등학교 및 중학교에서   인터뷰 데이터를 수집하여 질적 연구 분석을 실시하였다. 참여 집단의 Intergenerational Programmes(IPs)의 영향은 그들의 일상과 학교 생에서 부분적으로만 통합되는 경향을 보여주었지만,참여한 학생들은 어르신들에게 애정을 느꼈고, 그들의 관계를 분명히 소중하게 여겼다는 것을 연구자들은 밝혀냈다. 연구자는 국제적인 세대간 프로그램을 실행하기 위해선 스페인의 IP에 대해 좀 더 깊게 개발해야 할 필요성이 있고, 공교육, 교육 관련 커리큘럼에 세대간 인식을 좀 더 강화할 수 있는 프로그램이 도입되어야 한다고 주장하였다.

ISBN

 00131881

DOI

 10.1080/00131881.2020.1819847