The French and British Models of the University of the Third Age: A Socio-Historical Analysis

2021 ◽  
Vol 21 (2) ◽  
pp. 27-43
Author(s):  
Marvin Formosa
Keyword(s):  
Adult Learning ◽  
Older Adult ◽  
Historical Analysis ◽  
Third Age ◽  
The Third ◽  
The University

The University of the Third Age is one the leading organisations on older adult learning. Since its founding in 1973, it has been marked by an extensive increase of centres and members all over the globe. This article provides a socio-historical analysis on the origins and establishment of the French and British U3A models which, to-date, remain highly influential towards the planning and running of older adult learning. It provides both a thematic and chronological account of how the U3A movement grew to its present dimensions from unexceptional settings in Toulouse and Cambridge in 1973 and 1982 respectively.

The University of the Third Age.

1983 ◽  
Vol 38 (1) ◽  
pp. 16-26
Author(s):  
Dianne Norton
Keyword(s):  
Third Age ◽  
The Third ◽  
The University

Manifestations of Internalized Ageism in Older Adult Learning

2021 ◽  
Vol 90 (2) ◽  
pp. 169-182
Author(s):  
Marvin Formosa
Keyword(s):  
Adult Learning ◽  
Older Adult ◽  
Older Persons ◽  
Negative Impact ◽  
Psychosocial Interventions ◽  
Buffer Zone ◽  
Middle Aged ◽  
Third Age ◽  
Age Cohort ◽  
Self Differentiation

While ageism can be understood as an unconscious defence mechanism against a feeling of apprehension toward ageing on behalf of young and middle-aged groups, older persons themselves are not exempt from such internalized and implicit psychological machinations. Internalized ageism constitutes an insidious form of ageism that compels older adults to embrace social norms that devalue or marginalize same-aged peers by either acting in ways that reinforce the youth norm by battling the visible markers of ageing such as grey hair and wrinkles or denying any commonality and camaraderie with same-aged peers. This article explores that interface between internalized ageism and older adult learning by analyzing one of its hallmark institutions, the University of the Third Age (U3A), in the context of psychosocial interventions that are utilized by older people to defuse or counterbalance the noxious effects of negative self-perceptions of ageing. Research evidence demonstrated that U3A members generate counter-stereotypes by constructing a “third age” mental imagery and positioning themselves firmly in it while also practicing self-differentiation strategies to ameliorate or even prevent the negative impact of internalized ageism on their self-esteem and confidence. The U3A not only functions to meet the expressive and coping needs of older persons but also serves as a safe haven and buffer zone for older persons to stretch their middle-aged identity and at the same time distance themselves from being labelled as members of the “old age” cohort.

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