20.500.12556/RUL-187964 Doživljanje starizma in vloga izobraževanja odraslih pri odpravljanju starizma Experiencing Ageism and the Role of Adult Education in Combating Ageism Magistrsko delo obravnava doživljanje starizma med starejšimi odraslimi, vrednotenje njihovega znanja po upokojitvi ter vlogo izobraževanja odraslih pri naslavljanju starizma. Starizem razume kot družbeno konstrukcijo in kot obliko epistemične nepravičnosti, ki starejšim ovira enakovredno udeležbo v procesih produkcije in posredovanja znanja. Raziskava je zasnovana kot kvalitativna fenomenološka študija primera na Univerzi za tretje življenjsko obdobje Ljubljana; opira se na devet polstrukturiranih intervjujev na treh ravneh – s šestimi udeleženci programov, dvema mentoricama in predstavnico vodstva – ki so bili analizirani z deduktivno-induktivnim kodiranjem in triangulacijo virov. Ugotovitve kažejo, da starejši starizem dosledno prepoznavajo na družbeni ravni, redkeje pa na individualni ravni, kar se kaže kot razkorak med osebnim in družbenim zaznavanjem. Na identiteto starizem ne učinkuje toliko kot ponotranjena manjvrednost, temveč kot okvir, do katerega se posamezniki opredeljujejo z distanciranjem in pozitivno samonaracijo. Njihovo znanje se po njihovem ne razvrednoti, temveč »zastara«, družbeno pa se razvrednoti zlasti prek redukcije na kategorijo »upokojenca«; epistemična marginalizacija je najizrazitejša na strukturni in hermenevtični ravni. Strategije soočanja so pretežno individualne – distanciranje, pozitivna naracija, humor in asertivno postavljanje meja – kolektivni odpor pa je šibko razvit. Univerza za tretje življenjsko obdobje se kaže kot prostor enakovrednega vrednotenja znanja; kadar program odpre prostor za refleksijo lastne biografije in položaja, omogoča tudi osebno preobrazbo, vendar je njena kritična, protistaristična vloga pogojena z vsebino programov, držo in usposobljenostjo mentorjev ter samoselekcijo udeležencev. Delo sklene, da je izobraževanje odraslih smiseln, a ne zadosten vzvod v boju proti starizmu, in da je njegova osrednja vrednost v opolnomočenju starejših ter v ponujanju pojmovnih virov za prepoznavanje in poimenovanje starizma. This master's thesis examines older adults' experience of ageism, the valuation of their knowledge after retirement, and the role of adult education in combating ageism. Ageism is understood as a social construction and as a form of epistemic injustice that hinders older adults' equal participation in the production and transmission of knowledge. The research is designed as a qualitative phenomenological case study at the University of the Third Age in Ljubljana; it draws on nine semi-structured interviews conducted at three levels – with six programme participants, two mentors, and a representative of the leadership – analysed through deductive-inductive coding and source triangulation. The findings show that older adults consistently recognise ageism at the societal level but rarely in relation to themselves, which manifests as a gap between personal and societal perception. Ageism affects identity not so much as internalised inferiority but as a framework to which they respond through distancing and positive self-narration. In their own view, their knowledge does not lose its value but becomes "outdated"; socially it is devalued mainly through reduction to the category of the "retiree", and epistemic marginalisation is most pronounced at the structural and hermeneutic levels. Coping strategies are predominantly individual – distancing, positive narration, humour, and assertive boundary-setting – while collective resistance is weakly developed. The University of the Third Age emerges as a space of equal knowledge valuation; where a programme opens up space for reflecting on one's own biography and social position, it also enables personal transformation, yet its critical, anti-ageist role is conditioned by programme content, mentors' attitudes and training, and participant self-selection. The thesis concludes that adult education is a meaningful but not sufficient lever against ageism, and that its central value lies in empowering older adults and providing conceptual resources for recognising and naming ageism. starizem epistemična nepravičnost izobraževanje odraslih Univerza za tretje življenjsko obdobje vrednotenje znanja. ageism epistemic injustice adult education University of the Third Age knowledge valuation. true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-09-17 07:18:20 2026-09-17 07:18:26 2026-09-18 10:00:28 0000-00-00 00:00:00 2026 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 629731 291565315 66790.pdf 66790.pdf 1 AE9E71F3D624A2752BC459920707D8E6 f8e68841fb28c180928176fa20699b4f7863a68341cf770a64ce1b3c1c142805 2b0d2bb8-b257-11f1-8bc5-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=247813 Filozofska fakulteta 0 0 0