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The principal aim of this paper is to address the question of whether and how professional practice within an informal teaching and learning context (music) may be understood through a critical geragogy lens. Secondly, we consider whether critical geragogy has relevance and potential applications with regard to enhancing practice amongst facilitators of older learners in community contexts. Geragogy refers to the management of teaching and learning for older adults and has become a well-known term applied to teaching and learning in later-life. Critical geragogy retains the focus on older adults, but involves challenging beliefs , practices and structures related to ageing, as well as supported older learners in overcoming alienation and learning to develop a sense of powerful agency and the resources for purposeful collective action. In this paper we analyse the narratives of 13 facilitators of musical activities for older people, interpreting their reflections on practice within a critical geragogy framework. The interviews, focusing on good practice in facilitating older learners, were carried out as part of the second phase of the Music for Life Project, funded by the UK Research Councils. A thematic analysis was undertaken, using a framework for that was structured around person centred, fellow-centred and matter-centred goals. The interviews revealed that musical groups provided informal learning contexts where facilitators aspired to empower their participants through developing a positive interpersonal climate, valuing participation, using the participants’ prior experiences as a resource and guiding their groups towards creative expression as well as progression.

Critical geragogy: A framework for facilitating older learners in community music