1. Associate Fellow, Centre for Lifelong Learning, University of Warwick
Exploring the gender agenda in later life learning Frank Glendenning Memorial Lecture 22 July 2010 Camden Town Hall
Alex Withnall
Associate Fellow, Centre for Lifelong Learning, University of Warwick
Honorary Visiting Fellow, Institute of Lifelong Learning, University of Leicester

2. Gender
“The socially constructed roles, behaviour, activities and attributes that a particular society considers appropriate for men and women. The distinct roles and behaviour may give rise to gender inequalities, i.e. differences between men and women that systematically favour one group”.
WHO 2010

3. The context 1960s Decriminalisation of abortion and male homosexuality
1970 Equal Pay Act
1975 Sex Discrimination Act
1970s and 80s ‘Women’s lib’ & growth of Women’s Studies
1990s Backlash + wider engagement with issues of diversity and equality.
2009 Single Equality Act

4. The ageing population Population becoming older and more diverse
Improvements in male life expectancy
‘Life events’ experienced at later ages
New forms of relationship in later life
Changes in state retirement age
Different life experiences of baby boomers?

5. Political economy perspective important but new focus on:
Ageing and gender
Political economy perspective important but new focus on:
Gendered identity in mid and later life
Gendered family and labour market roles in successive cohorts
Roles and relationships in later life (caring)
Men and women’s social worlds
Sleep

6. Gender and later life learning
What has been the nature of debate?
What do we need to know?

7. What has been the nature of debate?
The views of ‘feminist’ men
Learning together
Separate provision
Retirement lifestyles and learning

8. Feminist men?
Older women (55+) differ from both men and from younger women as learners (Hiemstra 1993)
Critical educational gerontology represents another patriarchal discourse where women are silenced or made passive; yet it could become a means of transformative education for older women (Formosa 2005).

9. Learning together
More women in courses and classes by virtue of their longevity; or is that simple?
Yet they are less visible in mixed classes where men tend to dominate discussion (Bunyan & Jordan 2005)

10. Separate provision? Can offer a safe space e.g. NFWI, Men’s Sheds
May not wish to be involved with an organisation run by the opposite sex (Williamson 2000; Golding 2007)

11. Dangers of separate provision?
Does it obscure complex issues of diversity, beliefs and motivation?
Does it help to challenge stereotypes held by older learners themselves and practitioners about appropriate gender roles?
How does it impact on teaching & learning processes?

12. Retirement lifestyles and learning
A structured routine?
Doing things together
Negotiating time
Multiple activities
Informal learning
(Withnall 2010)

13. What do we need to know? Constructing the gender agenda
More about the individual paths that men and women follow in retirement; the intersection of gender with class, race, location etc.
Whether and how learning can enhance the experience of ageing for both men and women
The differing experiences, expectations and aspirations of younger women and men

14. Over to you