scholarly journals The perception of old age in social education students

2021 ◽  
pp. 1-14
Author(s):  
Juan Antonio Salmerón ◽  
Silvia Martínez De Miguel ◽  
Pedro Moreno
Keyword(s):  
Older People ◽  
Old Age ◽  
Community Level ◽  
Social Education ◽  
Active Aging ◽  
Education Students ◽  
Negative Stereotypes ◽  
Education Data ◽  
The Social ◽  
The University

It is considered that the social educator from a multi and interdisciplinary perspective, is the professional adequately qualified to project and carry out basic actions at the community level, for the development of actions that favor active aging. For this reason, the objective of this research was proposed to analyze the negative stereotypes towards old age that may exist on the part of the students of the Degree in Social Education. Data were collected using the Negative Stereotypes Towards Old Age Questionnaire (CENVE). The results obtained refer to the highest proportion of stereotypes in the students related to the health factor. Lower levels of stereotypes were related in students who were in the last years of the Degree in Social Education compared to those in initial courses, where significant differences were observed (t = 2.76; p = 0.01). It can be concluded that as students increase their academic trajectory during the Degree in Social Education at the University of Murcia, their level of stereotypes towards old age is lower, although their eradication is not achieved at the end of their training. The need to review the curriculum in the direction of increasing knowledge related to older people is pointed out.

scholarly journals Aproximación al Perfil Resiliente de los/as Futuros/as Educadores/as Sociales / Resilience and Future Social Education Professionals

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Irati Novella Gil ◽  
Jose María Madariaga Orbea ◽  
Inge Axpe
Keyword(s):  
Theoretical Study ◽  
Basque Country ◽  
Social Education ◽  
Educational Strategies ◽  
Education Students ◽  
Education Professionals ◽  
The Social ◽  
Tools And Techniques ◽  
The University ◽  
Pais Vasco

ABSTRACTResilience is the capacity that the persons have in order to confront the adversities and become strengthened from the same ones. The professional in social-education is a fundamental figure in the process that will create conditions that will promote the resilience in the persons and groups they interact with. Because of this and of their own work's nature, the social educator not only must have an adequate resilience level but also they must have the tools and techniques that will allow them to educate in this topic. This statement shows a study on the resilience profile of future social educators within the Social Education students of the University of the Basque Country. In order to measure the level of resilience in this sample, an adaptation of the scale made by Walnid y Young (1993) has been used. The results obtained seem to indicate that the resilience level of the future educators is moderated and that there are no statistically significant differences in resilience regarding sex or age. On the other hand in the theoretical study, diverse and significant aspects on resilience are approached: conceptualization, history and current importance in the scientific investigation; and the educational strategies that are necessary for its promotion.RESUMENLa resiliencia es la capacidad que tienen las personas para afrontar las adversidades y salir fortalecidas de las mismas. El/la profesional de la educación social es una figura fundamental en el proceso de creación de condiciones que promueven la resiliencia de las personas y/o grupos con los que interviene. Por eso y por la propia naturaleza de su trabajo, en el que frecuentemente se enfrenta a situaciones adversas, el/la profesional del ámbito socioeducativo ha de tener un nivel adecuado de resiliencia. Esta comunicación expone un estudio exploratorio sobre el perfil resiliente de futuros/as educadores/as sociales, en concreto del alumnado del grado de Educación Social de la Universidad del País Vasco (UPV/EHU). Los resultados parecen indicar que el nivel de Resiliencia de los futuros/as educadores/as es moderado y que no hay diferencias estadísticamente significativas en resiliencia en cuanto al sexo ni en cuanto a la edad. En la ponencia también se abordan las bases y estrategias para una pedagogía de la resiliencia.

scholarly journals Formación de educadores sociales en Cataluña: reflexiones acerca de los grados de Educación Social ofrecidos por dos universidades de Barcelona (p. 45-64)

2017 ◽  
Author(s):  
Marina Minussi Franco
Keyword(s):  
Professional Training ◽  
Educational Institutions ◽  
Social Education ◽  
Academic Context ◽  
Autonomous Region ◽  
The Social ◽  
Education Careers ◽  
The Subject ◽  
The University ◽  
Intense Debate

Este artigo trata de descrever os processos de formação profissional de educa-dores sociais no âmbito da educação universitária na Comunidade Autônomada Catalunha, na Espanha. Nos últimos anos, devido ao surgimento de novasformas de exclusão social, ao aumento das desigualdades e à crescente globali-zação, verifica-se um aprofundamento do debate sobre a profissão do educadorsocial, suas competências e funções e, ao mesmo tempo, sobre a necessidade derepensar sua formação. Este trabalho faz parte de um projeto mais amplo sobreo assunto e apresenta uma revisão bibliográfica baseada no contexto acadêmicoespanhol, com uma descrição das propostas formativas dos cursos de graduaçãode Educação Social de duas universidades catalãs de importante reconhecimentointernacional: Universidade de Barcelona e Universidade Autônoma de Barce-lona. Os resultados evidenciam a necessidade de uma maior aproximação entreo processo formativo que os educadores recebem no âmbito universitário e asnecessidades reais presentes nas instituições socioeducativas.Palavras-chave: Educação social. Educador social. Formação profissional.Competências.ResumenEste artículo trata de describir dos procesos de formación profesional de educa-dores sociales en el ámbito de la educación universitaria en la Comunidad Autó-noma de Cataluña, España. En los últimos años, a consecuencia del surgimientode nuevas formas de exclusión social, del aumento de las desigualdades y de lacreciente globalización, se verifica una intensificación del debate sobre la profe-sión del educador social, sus competencias, sus funciones y a la vez sobre la ne-cesidad de repensar su formación. Este trabajo forma parte de un proyecto másamplio acerca del tema y presenta una revisión bibliográfica basada en el contex-to académico español, al lado de una descripción de las propuestas formativas delas carreras de Educación Social de dos universidades catalanas de importante re-conocimiento internacional: Universidad de Barcelona y Universidad Autónomade Barcelona. Los resultados evidencian la importancia de la aproximación entreel proceso formativo que los educadores reciben en el ámbito universitario y lasnecesidades reales presentes en las instituciones socioeducativas.Palabras clave: Educación social. Educador social. Formación profesional.Competencias.AbstractThis article looks at the courses offered at two higher-education institutions fortraining social educators in the autonomous region of Catalonia, Spain. In recentyears, due to new forms of social exclusion, the escalation of inequality andincreasing globalization, there is a more intense debate on the profession of thesocial educator, their competences, roles and, at the same time, on the need torethink their training. This work is part of a larger project on the subject and pre-sents a bibliographical review based on the Spanish academic context, along witha description of the training proposals of the Social Education careers withintwo Catalan universities: University of Barcelona and Autonomous University ofBarcelona. The results show the importance of combining the training processoffered to social educators in the university context with the real needs of thesocio-educational institutions where they will practice their profession.Keywords: Social education. Social educator. Professional training. Competencies.

Successful ageing and ageism

2021 ◽  
pp. 71-76
Author(s):  
Liat Ayalon
Keyword(s):  
Older People ◽  
Old Age ◽  
Unintended Consequences ◽  
Successful Ageing ◽  
Negative Stereotypes

The concept of successful ageing has instigated the imagination of laypeople, policy stakeholders, and researchers because it offers an alternative to gloomy stereotypes of decline, disability, and dependence commonly associated with old age. Successful ageing proposes an opportunity to transition smoothly from middle-life into old age, with none of the negative stereotypes commonly associated with old age. However, this opportunity comes at a price. This chapter aims to describe and illustrate the ageist features inherited in the concept of successful ageing and its negative, unintended consequences on older people and society at large. The chapter also describes how other- and self-directed ageism may prevent people from ageing successfully. Recommendations for concept refinement and policy are discussed.

An Age-Based Mobilisation: The Emergence of Old Age in American Politics

1995 ◽  
Vol 15 (3) ◽  
pp. 299-324 ◽  
Author(s):  
Cheryl Elman
Keyword(s):  
Older People ◽  
Old Age ◽  
American Politics ◽  
Elderly Population ◽  
Social Dimension ◽  
Political Environment ◽  
The Social ◽  
Movement Models ◽  
Shape Characteristics ◽  
To Receive

AbstractOlder people became a highly visible force in the American politics of the 1930s. The Townsend organisation mobilised one tenth of the U.S. elderly population prior to their direct representation in the polity as an interest group. This article utilises several theoretical social movement models to analyse how and why mobilisation occurred. It demonstrates that many factors, including phenomena associated with the social dimension of age, influenced the mechanisms of mobilisation and the movement's shape. Characteristics of this cohort of older people, including its size, life expectancy, spatial distribution, shared traditions, and symbolic frameworks were conducive to club formation and mobilisation. The period event of the Depression also triggered collective action, by exacerbating trends of changing old-age institutional supports. But the organisation expanded most where it channelled inducements to participants and evoked the cohorts' symbolic frameworks and ideals. Mobilisation also occurred within a political environment, the national stage of U.S. politics, where non-represented interest groups (such as elderly people) find it difficult to receive benefits.

Heroines, villains and victims: older people's perceptions of others

2006 ◽  
Vol 26 (6) ◽  
pp. 883-900 ◽  
Author(s):  
JEAN TOWNSEND ◽  
MARY GODFREY ◽  
TRACY DENBY
Keyword(s):  
Older People ◽  
Old Age ◽  
Age Changes ◽  
Negative Stereotypes ◽  
Self Identity ◽  
People With Dementia ◽  
Age Related ◽  
Physical Limitations ◽  
Inclusive Society ◽  
People’S Perceptions

This paper examines older people's contrasting images of older people as ‘those like us’ and as ‘others’. It draws on data from a qualitative study about the experience of ageing that was undertaken in partnership with two local groups of older people in England. Whilst the informants acknowledged their chronological age, changes in appearance and physical limitations, most did not describe themselves as old. They challenged the idea of older people as being ‘past it’. Older people who personified their own values of inter-dependence, reciprocity and keeping going were seen as ‘heroines’ of old age, but negative stereotypes were ascribed simultaneously to others, ‘the villains’. Aspects of behaviour which evoked censure were ‘giving up’; ‘refusal to be helped’ and ‘taking without putting back’, and were usually attributed to acquaintances known only at a distance. The victims of old age were primarily people with dementia, who were perceived as ‘needing to be looked after’ and objects of pity and concern. The paper explores the ways in which these various images of old age related to people's self-identity and management of the ageing process; especially in a society that has ambivalent conceptions of old age. The findings contribute to an understanding of how people's values underpin their conception of ‘a good old age’ and how they shape their interpretation of societal stereotypes. They also indicate the importance of considering whose voices are heard in the context of exploring the identity and contributions of older people to achieve a more inclusive society.

Happy, stable and contented: accomplished ageing in the imagined futures of young New Zealanders

2009 ◽  
Vol 29 (3) ◽  
pp. 431-454 ◽  
Author(s):  
LESLEY G. PATTERSON ◽  
KATHERINE E. FORBES ◽  
ROBIN M. PEACE
Keyword(s):  
Social Identity ◽  
Young People ◽  
Old Age ◽  
Self Management ◽  
Financial Success ◽  
Negative Stereotypes ◽  
Bodily Appearance ◽  
The Social ◽  
Bodily Function ◽  
New Zealanders

ABSTRACTIn imagining how their lives might turn out, 100 young New Zealanders aged between 16 and 18 years wrote descriptions of their future lifecourse. Their descriptions of themselves at the nominal age of 80 years form the basis of the research reported in this paper. For these young people, ageing and old age are understood as accomplishments in the context of an imagined lifecourse. They see personal ageing as shaped by a common temporal ordering of life events that ensures material security, financial success, and an enduring intimate relationship. In imagining themselves aged 80 years, three key themes that constitute a discourse of ‘accomplished ageing’ were identified: the experience of old age would be contingent on achievements throughout the lifecourse; old age would be a time for harvest; and while people may look old they can continue to ‘be’ young. Although their images of bodily appearance included some negative stereotypes of old age, appearance and bodily function were understood as amenable to life-long self-management. The young people imagined themselves as life-long active agents, and framed a positive image and homogeneous social identity for older people. The ‘accomplished ageing’ discourse has implications for how ageing is understood by young people. In particular, the social identity that accomplished ageing implies may shape how they relate to those who do not accomplish ageing in the imagined optimistic and homogeneous way.

scholarly journals The ideology of ageism versus the social imaginary of the fourth age: two differing approaches to the negative contexts of old age

2019 ◽  
Vol 40 (8) ◽  
pp. 1617-1630 ◽  
Author(s):  
Paul Higgs ◽  
Chris Gilleard
Keyword(s):  
Older People ◽  
Social Status ◽  
Old Age ◽  
Theoretical Approach ◽  
Later Life ◽  
Social Imaginary ◽  
Contemporary Society ◽  
Social Gerontology ◽  
The Social ◽  
Key Aspects

AbstractThe development of social gerontology has led to the emergence of its own terminology and conceptual armoury. ‘Ageism’ has been a key concept in articulating the mission of gerontology and was deliberately intended to act as an equivalent to the concepts of racism and sexism. As a term, it has established itself as a lodestone for thinking about the de-valued and residualised social status of older people in contemporary society. Given this background, ageism has often been used to describe an overarching ideology that operates in society to the detriment of older people and which in large part explains their economic, social and cultural marginality. This paper critiques this approach and suggests an alternative based upon the idea of the social imaginary of the fourth age. It argues that not only is the idea of ageism too totalising and contradictory but that it fails to address key aspects of the corporeality of old age. Adopting the idea of a social imaginary offers a more nuanced theoretical approach to the tensions that are present in later life without reducing them to a single external cause or explanation. In so doing, this leaves the term free to serve, in a purely descriptive manner, as a marker of prejudice.

scholarly journals Responsabilidad Social Universitaria (RSU): Principios para una universidad sostenible, cooperativa y democrática desde el diagnóstico participativo de su alumnado

2017 ◽  
Vol 25 ◽  
pp. 75
Author(s):  
María-Jesús Martínez-Usarralde ◽  
Carmen Lloret-Catalá ◽  
Sara Mas-Gil
Keyword(s):  
Sustainable Development ◽  
Social Responsibility ◽  
Social Education ◽  
Education Students ◽  
Student Body ◽  
Socially Responsible ◽  
Policy Makers ◽  
The University

The present study analyses the speech of the University under which it is recognized the presence of “University Social Responsibility” by questioning one of its participants, the student body. The objective of this research is to provide relevant conclusions to its vision and raise them to the university´s policy-makers. A methodological quantitative and qualitative systematized research was done in the course of two academic years involving 206 Social Education´ students at the University of Valencia (Spain). The study´s goal has been to carry out a participatory diagnosis on the situation of the USR and Sustainable Development based on Vallaeys, De la Cruz and Sasia questionnaire (2008). Among the results it is necessary to emphasize that the students perceive that the university provides them an ethics and citizenship training that enables them to be socially responsible individuals. However they perceive that the value-based policies should be addressed in a more coordinated and cross-cutting approach.

scholarly journals The cultural consequences of using social media as recognized by university students

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
May Abdullah Al-amer, Fawziah Bakr Al-bakr
Keyword(s):  
Social Media ◽  
University Students ◽  
College Of Education ◽  
Female Students ◽  
Education Students ◽  
King Saud University ◽  
The Social ◽  
The University ◽  
Descriptive Survey

    The aim of the study was to identify the reasons for using Whatsapp and Snapchat as recognizedby female students and to identify the cultural consequencesof the use of Whatsapp on the behavior of the university students in respect to social and knowledge field, and to identify the cultural consequencesof the use of Snapchat in respect to cultural and educational field and identify the statistically significance differences of the views among the female university students, which are related to the variables of the study: the stage of study and the number of hours of use. the researcher used the descriptive survey approach rely on a questionnaire that consisted of (58) sentences distributed according to the fields of the study, it was applied to a sample of (503) female students of College of Education at King Saud University. Preliminary data of the study showed that 33.2% of the sample used social media daily for more than 6 hours. The study found that the most important reasons for using Whatsapp is to communicate with family, friends and entertainment. They use Snapchat for entertainment, to learn about the cultures of other peoples and to follow up the influential people with experience, and of the cultural consequencesof using Whatsapp on the behavior of the female students in the social field are spreading rumors and mislead others through unreliable advertisements, and in the field of knowledge that Being preoccupied with Whatsapp messages reduces focus on task performance and facilitates the dissemination of ideas easily, and from the cultural consequencesof using Snapchat on the behavior of the female students in the cultural field, the predominance of entertainment and formal interests among female students and its role in dissemination of values contrary to our Islamic values and customs and in the field of education Students are seeing Snapchat as a tool to gain fame and show off and brag about. Given the importance of the role played by the social media in developing the social and intellectual mobility among the female university students, the researcher recommends to pay particular attention to this age group for their keen interest in knowledge to enable them to improve their skills according to their aspirations, thus contributing to the development of their society.   ، ، ، ، 

scholarly journals La voz de los profesionales de la educación social en España y Francia: la identidad autopercibida

2018 ◽  
pp. 10
Author(s):  
María-Dolores Eslava-Suanes ◽  
Ignacio González-López ◽  
Carlota De-León-Huertas
Keyword(s):  
Training Model ◽  
Structured Interview ◽  
Social Education ◽  
Professional Recognition ◽  
Social Prestige ◽  
Training Plan ◽  
The Social ◽  
Definition Of ◽  
University Degree ◽  
The University

Even though the specialized education model in France is a reference in the definition of the training model of the first social educators in Spain, both training processes are developed in differentiated ways. Social education in Spain develops and acquires recognition in the university academic environment, when it is legally recognized in 1991 after the establishment of the official university degree of Diploma in Social Education. However, the training of the specialized educator in France does not take place in the university sphere but in Schools and Institutes of Social Work and concludes with the Diploma of State of Specialized Educator. Both studies were adapted to the European Higher Education Area, allocating a credit load of 180 ECTS, however, the Specialized Educator does not hold the same professional category as the social educator in Spain. Thus, the objective of this work is to know social education as a profession from the perception of its professionals through a comparative study between France and Spain, focusing attention on the training process. For this purpose, a qualitative study was carried out using the structured interview as an information collection instrument. The results show that the social educator in Spain recognizes himself more empowered by defining himself as a professional; both groups identify with the functions and competencies in which they have been trained; they emphasize formative deficiencies and show similar difficulties in the exercise of the profession. The conclusions show that professional recognition goes beyond professional identity, implying recognition or social prestige, as well as the need to design a permanent training plan that channels the training deficiencies of both professionals.

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