Active Ageing, Belonging and Lifelong Learning for Older Adults

Internationally, the effects of ageing populations and the need for positive and ongoing learning experiences into older life have become significant issues and a priority for governments. In many countries, programmes are being developed to promote active learning into later life because of the profound wellbeing benefits that it offers participants. These positive learning programmes, such as those provided by the University of the Third Age (U3A) and similar international organisations (such as those in China), are often community-based activities that also engender social engagement, belonging and a sense of community. In this chapter, we explore one such programme in Melbourne, Australia. We explore this programme through using selected data from an ethnographic case study of a poetry writing class in a U3A programme that has been conducted over a five-year period, beginning in 2018. We analysed this data using collaborative learning theory to understand the social and intersubjective basis for learning experiences. Findings of this ethnographic case study suggest that there is a strong correlation between positive ageing and structured lifelong learning programmes. These positive outcomes are especially significant when a deep sense of belonging is engendered in the programmes. In this chapter, we offer suggestions for consideration when researching lifelong learning taken from our experiences of engaging with older adults from the Australian research context. One important suggestion is that older adults need a belief in their capacity and agency to learn, create and be productive in their older years in the context of the “glue” of being with others and feeling valued. These suggestions may have application to a range of contexts beyond Australia.