Topic outline

  • General informations about the course

    About the course
    This course is a product of the Old Guys Say Yes to Community project (Erasmus+), and its aim is to introduce community workers’ and NGO stakeholders’ strategies for how to improve the participation of older men (aged 60 years or more) in the local community and, in particular, how to encourage older men’s socialisation, informal learning and inclusion in organisations which are not primarily meant for education and learning in the third and fourth life stages.

    This course suggests how to develop bottom-up strategies for community activities targeting older men, and direction for networking community organisations. Besides this, it tries to raise public awareness of the social isolation of men aged 60 years or more; build the capacity of national and local institutions/organisations to address (self)marginalisation and poor health of older men, through social innovations and alternative approaches fostering community learning, doing and socialising; disseminate research findings through diverse educational programmes and public discussions (with all generations, with NGO representatives and other stakeholders in civic society, adult education and policies) to better cope with the demanding issue of social isolation.

    How to use this course?

    The course consists of 4 modules in which participants participate in various activities: reading scientific and professional literature, participating in discussions, watching videos, reflecting on their own practice, completing quizzes for self-assessment of knowledge, etc. The online course last 4 weeks, considering about 5 hours of activities per week/module.

  • Theme 1: Pluralisation of transitions to retirement and ageing

    Topic

    In this chapter, participants will become acquainted with the characteristics of the transition from retirement to employment. These have changed in the European Union in the last few decades, as the higher retirement age, working age is longer, and pensions are reduced, which no longer provide decent living.

    Goals:

    In this chapter participants will learn about:

    • different transition to a new life span,
    • the importance of community based activities for older men,
    • factors that affect the health of older men.

  • Theme 2: Absent bodies and invisible lives

    Topic:

    A number of studies have confirmed the low inclusion rate of men aged 60 or over in organized learning programs and other leisure activities, and this is linked to the quality of life of men who are worse than they might be. In the modern debate about aging, men often describe in the third and fourth stages of life through "absent bodies" and "invisible lives" (Fleming, 1999). Consequently, concepts such as aging, social sex and handicapping can be interpreted and understood by studying the body in old age.

    Goals:

    The participants will learn about:

    • the characteristics of the mental health of men in the working environment,
    • the impact of the loss of the significance of gender-based identities on the psychological well-being of men,
    • The reasons why men are so sensitive during the third and fourth stages of life.

  • Theme 3: Re-defining masculinity and gender capital

    Topic:

    Increasingly, research shows that manhood is not easy to define, since gender-based practices change due to the influence of historical as well as social, political and economic structures. In addition, hegemonic masculinities are often based on stereotypes and structures that influence how men behave and how they think, and what they attach to the meaning of "being a man". In this chapter we will learn some stereotypes about men and find that manhood is becoming more inclusive, egalitarian, non-traditional, and active today.

    Goals:

    In this chapter participants will learn about:

    • the characteristics of the social construction of masculinity
    • the meaning of the term 'social capital'
    • stereotypes that influence the thinking and behavior of men

  • This topic

    Theme 4: Community-based learning, action and spaces

    Topic:

    In this chapter you will learn about the importance of community education and informal learning. Although researchers often focus more on formal rather than non-formal learning, the learning environment can with informal learning offer rather important information, and in this case people are involved in community activities.

    Goals:

    In this chapter participants will learn about:

    • the importance of community learning,
    • the role of non-formal education and informal learning
    • stereotypes that influence the thinking and behavior of men,
    • opportunities for involving older men in community programs,
    • the connection between cognitive abilities and aging.
    Instructions:

    Read the prepared material and follow the instructions in the materials.


  • Course bibliography

    The list of all references used in the course.