Valerie S. Kuehne

The State of Our Art: Intergenerational Program Research and Evaluation: Part One

Abstract In the second part of this two-part paper, the author examines intergenerational program research and evaluation based on a framework derived from a collaborative UNESCO (2000)-sponsored review of the intergenerational program field. In Part One, which appeared in the previous issue, conceptual foundations for intergenerational programming were considered, taking into account theories that focus on individuals and groups within interactive contexts, those that focus primarily on individual development, and conceptually based program evaluations. In Part Two, effects of intergenerational program participation are described, with emphasis on program activities and various program contexts. Challenges and questions emerging from the literature are presented, identifying the need for a greater use of theory in research, more cross-cultural research, expanded outcomes, and solutions to some of the methodological challenges in intergenerational program research and evaluation.

The State of Our Art: A Review of Theories Used in Intergenerational Program Research (2003–2014) and Ways Forward

Despite several published articles examining various characteristics of intergenerational program research over the past decade, there has been no comprehensive examination of how theory is being used (or not) in the field of intergenerational practice for more than 10 years. This article examines the published research literature on intergenerational programs over the past decade (2003–2014) to discover which theoretical perspectives have been applied to intergenerational practice and analyze the questions and issues that emerge from those theories and their use. The authors consider what is needed to advance our theoretical understanding of intergenerational practice and suggest some theoretical directions forward for the field.

The Meadows School Project: Case Study of a Unique Shared Site Intergenerational Program

This paper describes a unique intergenerational project that the authors propose to be considered under the banner of “shared site” programs. The Meadows School Project shares important features with many intergenerational shared site programs. Its goals to build community, dispel stereotypes, and increase understanding and meaning in relationships between generations are achieved through intensive, high-quality interaction sustained over time. This case study highlights benefits and challenges in line with those noted in other studies of intergenerational shared sites and underscores the importance of further research on important environmental, community, program, and policy dimensions to inform theory and best practice guidelines.

Generative curriculum: A model of university and First Nations co-operative post-secondary education

Abstract The Meadow Lake Tribal Council (MLTC) and the University of Victorias School of Child and Youth Care (SCYC) are working co-operatively to develop a culturally appropriate, post-secondary education training program for Cree and Dene child and youth care workers. The approach under development is termed the generative curriculum model. An initial step in the development of this innovative model involved joint MLTC, SCYC and advisor team meetings to identify foundation elements and principles that would guide the project over its 3 year funding period. Six of the seven elements are described briefly in the article, while the operationalization of the seventh element, the generative curriculum model, is discussed in greater detail. Utilizing the model, students are learning Meadow Lake First Nations (MLFN) Cree and Dene caregiving traditions, values and practices as well as those of the majority culture. The generative approach integrates text-based material with information from students, elders, and other community members resulting, over time, in courses tailored to the First Nations of Meadow Lake, Saskatchewan. The project is in its mid-term development stage and the information provided is primarily descriptive of the model. As the project evolves, insights gathered through formative evaluation are leading to the further refinement and elaboration of the model.

The Meadows School Project: A Unique Intergenerational “Immersion” Program

The Meadows School Project (MSP) started in 2000 in the rural community of Coldstream in south-central British Columbia (BC), Canada. This unique intergenerational “immersion” project is the brainchild of a long-tenured public-school teacher for whom community-based learning is a guiding philosophy. After many years of taking her students for brief visits with older adults in the community, this teacher was discouraged. Communication between the generations seemed restrained and lacking in empathy. The potential for generations to learn from one another was rarely realized in these occasional, short, and contrived visits. She wished to bring students and older adults into more purposeful and meaningful contact. Working with administrative staff from BC School District 22 and the Coldstream Meadows Retirement Community residential care facility, this teacher gained approval to relocate her upper-level elementary class to a

Developing a model for cross-cultural education in child and youth care

The nine Meadow Lake Tribal Council (MLTC) communities in Saskatchewan. Canada, and the University of Victorias School of Child and Youth Care (SCYC) are working in partnership to create a culturally appropriate training program for Cree and Dene child and youth care workers. This model of cross-cultural child and youth care education is based upon a unique philosophy that encompasses seven basic principles. In this paper, the authors discuss each of these philosophical principles in terms of the MLTC/SCYC joint project. They conclude with a brief statement of the broader cross-cultural implications of the projects philosophy on child and youth care education and practice.