Skolen for den Tredje Alder - skolen for ældre

School of the Third Age - a school for the elderly

Guseva, Ekaterina Jurjevna

4. semester

Læring og Forandringsprocesser, Kandidat

2017

2017-05-31

47

Specialet undersøger Skolen for den Tredje Alder i Sankt Petersborg som et lærings- og praksisfællesskab for ældre. Formålet er at belyse, hvordan deltagelse i skolens kurser og fælles aktiviteter opleves af de ældre, og hvilken betydning det har for deres læring, identitet og trivsel. Undersøgelsen tager udgangspunkt i de ældres perspektiv og de mikrosociale processer i hverdagen på skolen. Metodisk er studiet et etnografisk casestudie baseret på kvalitative interviews med skolens leder, undervisere og kursister samt observationer af undervisning og arrangementer. Analytisk behandles skolen som et community of practice, hvor mening skabes gennem deltagelse, socialisering og et fælles repertoire. Fundene peger på, at ældres deltagelse ændrer deres selvopfattelse, styrker selvtilliden, giver mere livsmod og fremmer social aktivitet, hvilket samlet set forbedrer deres velbefindende. Ud over at tilbyde kurser fungerer skolen som et samlingssted, der understøtter livslang læring og giver mulighed for at forfølge interesser og indgå i nye fællesskaber; samtidig beskrives begrænset offentlig støtte som en udfordring for arbejdet.

This thesis examines the School of the Third Age in Saint Petersburg as a learning practice and community of practice for older adults. It explores how participation in the school’s courses and shared activities is experienced by seniors and what it means for their learning, identity, and well-being. The study foregrounds participants’ perspectives and the micro-processes of everyday life at the school. Methodologically, it is an ethnographic case study drawing on qualitative interviews with the school’s leader, teachers, and course participants, as well as observations of teaching and events. Analytically, the school is treated as a community of practice in which meaning is negotiated through participation, socialization, and a shared repertoire. Findings indicate that participation reshapes self-perception, builds confidence, provides a renewed sense of purpose, and promotes social activity, thereby improving well-being. Beyond offering courses, the school acts as a meeting place that supports lifelong learning and enables seniors to pursue interests and join new communities; at the same time, limited public support is noted as a practical challenge.

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