The learning projects of rural third age women: enriching a valuable community resource

Author/s: Glenna Lear

Edition: Volume 51, Number 4, Special edition, December 2011

Summary: As a third age PhD candidate with a passion for learning, I wanted to explore the learning of other rural third age women who live on the Lower Eyre Peninsula (LEP) of South Australia. This reflects the methodological stance of heuristic inquiry, which requires the researcher to have a passionate interest in the phenomena under investigation, and in this case includes my tacit knowledge as a third age learner and long-term resident of the region. I deliberately chose six very influential women over 50 years of age who have transformed their rural communities into vibrant ‘can do’ societies better able to cope with the economic, environmental and social changes of the last two decades. I wanted to know how they adjusted to the lifestyle changes in their middle years, after their children left home, their third age, how they adapted to the social and economic changes in rural life, and what they learned as community change agents and leaders of community organisations, boards and community development committees.

My research methodology gave them the opportunity to reflect on their autobiographies as co-researchers during our two informal conversations about their learning. I discovered that, at different stages in their lives, these midlife women intuitively realised that they needed to do something for themselves in the wider world, independent of the farm and their family, which required them to learn and change. They are passionate lifelong and lifewide learners, continually searching for something that challenges, excites and extends them. This paper discusses their lifewide learning and personal development in community activities and formal educational institutions, which has been personally rewarding and enormously beneficial for community viability and wellbeing. Although the numbers are low and the women come from a small remote region of South Australia, there are similar women of action in almost every community, both rural and urban, who continue to make a difference.

Keywords: rural, third age, women, community, change agents, development, learning

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This article is part of AJAL, Volume 51_4_Special Edition. The entire volume is available in .pdf for purchase here.

Launching a career or reflecting on life? Reasons, issues and outcomes for candidates undertaking PhD studies mid-career or after retirement compared to the traditional early career pathway

Author/s: Tom Stehlik

Edition: Volume 51, Special edition, December 2011

Summary: The Commonwealth government provides fee exemption for any Australian who undertakes a PhD. This policy is presumably based on the ‘clever country’ assumption that an educated population will develop and contribute to social and economic capital. Continue reading “Launching a career or reflecting on life? Reasons, issues and outcomes for candidates undertaking PhD studies mid-career or after retirement compared to the traditional early career pathway”

Communities of practice in a voluntary youth organisation: reaching for the sky and building social capital

Author/s: Bill Chan and Tom Short

Edition: Volume 51, Special edition, December 2011

Summary: The study is situated within a national youth organisation called the Australian Air League Inc (Air League). We examine the recent progress of the Air League in South Australia, starting as a loose network of volunteers Continue reading “Communities of practice in a voluntary youth organisation: reaching for the sky and building social capital”

Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?

Author/s: Jen Hamer

Edition: Volume 51, Special edition, December 2011

Summary: The formal recognition of prior learning (RPL) has long been lauded and even, one might suggest, doggedly pursued as a tool of social justice and equity within education sectors across the world Continue reading “Recognition of prior learning (RPL): can intersubjectivity and philosophy of recognition support better equity outcomes?”

All over, red rover? The neglect and potential of Australian adult education in the community

Author/s: Barry Golding and Annette Foley

Edition: Volume 51, Special edition, December 2011

Summary: Consistent with the ‘looking back, moving forward’ conference theme, in this paper we undertake a critical, research-based appraisal of the current, arguably neglected state of adult education in Australia in 2010, and proceed to paint a picture of how a different and potentially more positive future might be realised. Continue reading “All over, red rover? The neglect and potential of Australian adult education in the community”

Flexible models for learning English are needed for refugee mothers

Author/s: Elisha Riggs, Karen Block, Lisa Gibbs, Elise Davis, Josef Szwarc, Sue Casey, Philippa Duell-Piening and Elizabeth Waters

Edition: Volume 52, Number 2, July 2012

Summary: The importance of English language acquisition for resettlement of refugees is well established, particularly as a pathway to education, employment, health and social connections. Continue reading “Flexible models for learning English are needed for refugee mothers”