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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/10075
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dc.contributor.authorMannion, Gregen_UK
dc.date.accessioned2018-01-09T11:01:20Z-
dc.date.available2018-01-09T11:01:20Z-
dc.date.issued2012en_UK
dc.identifier.urihttp://hdl.handle.net/1893/10075-
dc.description.abstractIn this article, the case is made for greater clarity in the definition of intergenerational practice and intergenerational education. Theoretically, the effects of all-age reciprocity and the significance of attending to 'place' are explored. Taken together, they help point to what is distinctive about the scope and purpose of intergenerational education. The author argues that any intergenerational practice must always involve an educative element that is focused, at least in part, on the on-going reciprocal production of new relations between generations through the way challenges are purposefully responded to in some specific place.en_UK
dc.language.isoenen_UK
dc.publisherTaylor and Francisen_UK
dc.relationMannion G (2012) Intergenerational Education: The significance of 'reciprocity' and 'place'. Journal of Intergenerational Relations, 10 (4), pp. 386-399. https://doi.org/10.1080/15350770.2012.726601en_UK
dc.rightsThis is an Author's Accepted Manuscript of an article published in Journal of Intergenerational Relationships, Volume 10, Issue 4, 2012, pp.386-399, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/15350770.2012.726601en_UK
dc.subjectIntergenerational practiceen_UK
dc.subjectintergenerational educationen_UK
dc.subjectreciprocityen_UK
dc.subjectreciprocalen_UK
dc.subjectlearningen_UK
dc.subjectplaceen_UK
dc.subjectrelationsen_UK
dc.titleIntergenerational Education: The significance of 'reciprocity' and 'place'en_UK
dc.typeJournal Articleen_UK
dc.identifier.doi10.1080/15350770.2012.726601en_UK
dc.citation.jtitleJournal of Intergenerational Relationshipsen_UK
dc.citation.issn1535-0932en_UK
dc.citation.issn1535-0770en_UK
dc.citation.volume10en_UK
dc.citation.issue4en_UK
dc.citation.spage386en_UK
dc.citation.epage399en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.funderScotlands Commissioner For Children & Young Peopleen_UK
dc.author.emailgbgm1@stir.ac.uken_UK
dc.contributor.affiliationTeaching Qual for further Education - LEGACYen_UK
dc.identifier.isiWOS:000212410400005en_UK
dc.identifier.scopusid2-s2.0-84870947479en_UK
dc.identifier.wtid771954en_UK
dc.contributor.orcid0000-0003-2233-9278en_UK
dc.date.accepted2012-03-07en_UK
dcterms.dateAccepted2012-03-07en_UK
dc.date.filedepositdate2012-12-10en_UK
dc.relation.funderprojectHow young people’s participation in school supports achievement and attainmenten_UK
dc.relation.funderref2014/2/CB/SHen_UK
dc.subject.tagChildren's Participation and Child-adult Relationsen_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionAMen_UK
local.rioxx.authorMannion, Greg|0000-0003-2233-9278en_UK
local.rioxx.project2014/2/CB/SH|Scotlands Commissioner For Children & Young People|en_UK
local.rioxx.freetoreaddate2012-12-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2012-12-31en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/all-rights-reserved|2012-12-31|en_UK
local.rioxx.filenameMannion JIR Pre-pub Version .pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1535-0770en_UK
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