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DEVELOPING THE PERSONAL ATTRIBUTES OF ROMA ADULTS BY INTERGENERATIONAL LEARNING
Abstract
Intergenerational learning is based on the interaction between participants belonging to different generations and mutually beneficial learning while learning goals are stated for respective generations. Intergenerational learning in families living in socially and economically disadvantaged environments emerges as an opportunity for adult learning in a life-long learning prospect. The paper presents the results of a qualitative research exploring how intergenerational learning develops personal attributes in adult interviewees Roma living in marginalized communities in Slovakia. The thematic content analysis was used as the research design. The affective personality attribute is positively developed by intergenerational learning between parents and children when linked to positive emotions, attitudes and personal attributes. Gained experience and skills are represented in the second, sensorimotor personality domain. The respondents perceived the fact that their cognitive personality attribute was developed through intergenerational learning, i.e. the transfer from children to parents as positive. On the contrary, developing personal attributes in adults is limited if they perceive mutual learning as an obligation.
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