Abstract

The aim of this dissertation was a critical sociological analysis of the social realities encompassing older adult education. The study endeavoured to analyse the relationship of a particular older adult educational programme vis-à-vis the enhancement or elimination of egalitarianism and existing social inequalities in later life. Following a literature review focusing on the sociological theories of old age, ageism, and older adult education, fieldwork was carried out at the University of the Third Age in Malta (U3E). Data collection was administered through Fielding and Fielding's (1985) 'data combination' method, employing non-participant observation, a mail questionnaire, and elite interviews. The data collected was consequently analysed through Pierre Bourdieu's (and Passeron, 1977; 1984) critical insights on 'habitus', 'social class' and 'distinction', as well as Paulo Freire's (1972, 1985) critical concept of liberatorty education. Results revealed that the primary indicator for membership in the U3E was being situated in the 'young-old' cohort', possessing relatively higher levels of educational attainment and qualifications, as well as previous experience in higher level occupations. The U3E was characterised by a liberal ideological framework, 'banking' education, and low levels of participatory 'presence', 'control' and 'involvement'. This research study concluded that U3E membership is especially engaged in by older persons endowed with a higher than average volume of 'cultural capital'. They utilised their involvement in the U3E as both a conscious and unconscious manipulation of 'symbolic capital' to elevate their position in the social space and thus distinguish themselves from the rest of the older population. The dissertation also includes a number of policy proposals for operation planners so as to aid the U3E to reach its transformative potential and distance itself from being another euphemism for glorified occupation therapy.
 

References :
Bourdieu, P., 1984. Distinction: A Social Critique of the Judgement of Taste, London: Routledge.
Bourdieu, P., and Passeron, J.C. 1977. Reproduction  in  Education,  Society  and  Culture, Newbury Park, CA : Sage.
Fielding, N. and Fielding, J., 1986. Linking Data, Newbury Park, CA : Sage.
Freire, P., 1972a. Pedagogy of the Oppressed, Hammondsworth : Penguin.
Freire, P., 1985. The Politics of Education : Culture, Power and Liberation, New York : Bergin and Garvey.

*Dissertation is available at the Melitensia Section, Library, University of Malta