Older adults and learning: A critique of participants and provisions

This paper examines the issues of educational participation and provision in relation to older adults, primarily in the New Zealand setting. Older learners' learning is initially described using adult education concepts and perspectives but this approach is found to lack in-depth analysis. Subsequently, using the political-economy perspective from within a critical gerontology paradigm, the author portrays older adults' learning in the fuller context of their social and material conditions.