Bridging intergenerational gaps: The role of narrative interviews in reframing views on ageing

This article examines the role of narrative interviews in bridging intergenerational gaps and challenge narrow perspectives and misconceptions about aging. Through a combination of structured interviews with Social Work students and a semiotic analysis of narrative interviews conducted by students with older adults, the study investigates both the educational potential and the methodological challenges of using narrative interviews in Social Work education. The findings highlight that narrative interviews can deepen students’ understanding of aging, foster intergenerational communication, and encourage self-reflection on their own aging processes. However, the research also uncovers notable challenges, including students’ lack of methodological skills, discomfort in discussing sensitive topics, emotional over-investment, and emotional detachment. On closer inspection, these challenges emerge as key developmental stages in learning to become an effective social worker. These difficulties underscore the need for enhanced training and guidance in narrative competence, particularly within gerontological education. Given that narrative interviews hold promises as both formative and evaluative tools for Social Work students and other professionals, they are instrumental in building relational skills and facilitating social interventions. The article argues for a new approach that integrates narrative methods with educational gerontology to better equip students and geriatric professionals, empowering them to understand and connect with the life stories of older adults. By doing so, the study seeks to challenge ageist attitudes and contribute to a more nuanced, empathetic understanding of aging.