Active learning for active ageing: Chinese senior immigrants' lifelong learning in Canada

This paper explores the intersection between migration, aging and lifelong learning with the aim of expanding our understanding of how lifelong learning enhances older migrants' active aging in a foreign land. Our study also offers insights into the learning activities of older immigrants in ge...

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Bibliographic Details
Published in:Educational gerontology 2019-08, Vol.45 (8), p.506-518
Main Authors: Zhu, Yidan, Zhang, Weiguo
Format: Article
Language:English
Subjects:
Active Learning
Aging
Aging (Individuals)
Citizen Participation
Computers
Cultural Influences
English (Second Language)
Foreign Countries
Health
History
Immigrants
Immigration
Learning Activities
Leisure Time
Lifelong Learning
Noncitizens
Older Adults
Second Language Learning
Technological Literacy
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Summary:This paper explores the intersection between migration, aging and lifelong learning with the aim of expanding our understanding of how lifelong learning enhances older migrants' active aging in a foreign land. Our study also offers insights into the learning activities of older immigrants in general. In 2002, the World Health Organization (WHO) proposed a conceptual framework of active aging, which has greatly influenced aging policies and seniors' everyday practices. Yet, there is a paucity of research that explicates and fully integrates lifelong learning into active aging discourse, and focuses on senior immigrants' lifelong learning in an aging society. Based on interviews, textual materials, and participatory observation in five Chinese seniors' immigrant associations in Toronto, we explore how Chinese senior immigrants' learning has been (re)shaped and practised through re-settling in Canadian society. Five categories of learning are explored, including a) learning language and computer skills, b) learning culture and history, c) learning civic engagement, d) learning leisure, and e) learning health. We argue that 'active learning' can be used as a dynamic conceptual framework that interacts with active aging theory, demonstrating how senior immigrants actively participate in the lifelong learning project for participation and integration in Canada. This paper provides insights to the understanding of culturally sensitive policy-making on integration, health, and lifelong learning of older immigrants in Canada and beyond.
ISSN:0360-1277
1521-0472
DOI:10.1080/03601277.2019.1662933