Learning in housing transitions to age-specific assisted living arrangements for young and older adultsWazinski, Karla (Avtor) adult educationassisted livinglinking ageshousing transitionsyoung adultsolder adultsThe housing crisis increasingly complicates housing transitions for young and older adults. In response, relocation processes are increasingly supported pedagogically, making learning particularly relevant. These processes are structured differently depending on age. This study contrasts relocations to youth and senior housing in Germany, understanding age as a crucial category of difference which constitutes learning in housing transitions. Based on ethnographic research, it sets out to examine how learning is done in relocations through age-coded practices. The findings show that learning in housing transitions is shaped by age-specific expectations and institutional frameworks. While youth housing emphasizes learning as gaining independence, senior housing frames relocation as “fitness” and adaptation rather than learning. This reflects broader life course structures, where learning is linked to youth, while older adults are presumed to already possess the necessary housing skills. The concept of age-coded learning assemblages provides insights into the co-constitution of learning and age, informing pedagogical approaches to transitions.20252026-01-27 12:44:00Članek v reviji178413UDK: 374.7ISSN pri članku: 1318-5160COBISS_ID: 256014595sl