This is an antidote to immigrant/native issues alluded to in Richard’s Digital post-colonialism. Over the past year Futurelab has been part of a group, La Piazza, exploring issues of intergenerational learning in technology enhanced public spaces. You can find out more about Piazza here and here. There are a number of interesting dimensions – the generations, informal learning, spaces as well as technology. In a recent day of field work with a group ranging from 9 to 80 years of age, the most significant factors were all of the above – but technology less so.

I include here some excerpts from the Roadmap of Future Research I have just finished editing. This will be available from the La Piazza sites.

The project is interested in social solidarity – about how we can bridge between generations to mutual advantage. From an exploration of literature we find that generations are much farther apart today in spatial, emotional and cultural terms than before. Groups begin to be institutionally segregated- for instance by our construction of childhoods within an institutional framework or the social security systems defining the experience of old age and on the other hand, the increased development of a “youth culture” which widens the gap between young and old. However contrary to this trend, meaningful activities, together with others, seems to be a condition for the wellbeing of all in society.

From our workshops with actors in the field we have developed a framework of key factors. We found recurring themes from interviews and the responses to our activities, which refined our understanding of the dimensions, to be taken into account when designing or facilitating events and spaces for intergenerational learning. These were articulated in a paper principally authored by our partner Edith Ackermann who expanded on these themes at the Futurelab conference November 2006.

1. Space-time Take your time and find your place.

People don’t usually separate time and space the way scientists do.

The word “chronotope” (Greek for time/space) captures the notion that in human experience, place is tied to events, i.e., evocative of what happened in it over time. Conversely, timely events are associated with, and evocative of, place. Intergenerational learning calls for dedicated space/times that enable shifts between private and public, comfort and challenge, “connivance” and inclusiveness (like-minded and extraneous). Time and place are experienced differently at different ages, and so are levels of tolerance for “filled” versus, “empty” time/space (noisy/silent, crowded/void, fast/slow).

2. Traces and trails / routines and rituals — Keep track and come back.

In Casey’s words, “Who we are” is “where we are and when we are”. For people to exist, physically and mentally, in time and space we need to find our way around - (navigating) and keeping a bearing (having a direction or destination) in real and abstract senses. Traces and trails are self-orienting devices that help people in transit—or minds in motion—be grounded and capable of return. Developing routines and rituals are a significant part of the process.

They also convey identity to place itself (genius loci), and stimulate a sense of belonging by the people who contributed to the construction of its identity

3 ME ++ (self-expansion, personal growth) Tell your tale / find your voice.

Identity formation is about staying in touch with what one feels, perceives, understands and likes. It also involves an ability to speak one’s mind, and be heard. Bruner suggests that stories happen to those who know how to tell them. Early on, children learn to tell their tales to those willing listen, and they soon become silent if their gift is not heard. People, young and old, speak in a hundred languages to express themselves (words, gestures, humour, music) [6]

4. Togetherness (relating to other, us / them) — Belong and be loved. Mingle and share.

As a member of a socio-cultural community, a person’s identity has much to do with becoming an active and respected member of a group. It also has to do with being able to negotiate differences. Intergenerational encounters are a means for old-timers and newcomers to reshape their roles in society, define a new identity for themselves, and regain a voice as a group.

5. Dream space: Imagine, Create! Dream it up and make it happen!

The future belongs to those who invent it! Making dreams come true is a key to both personal and societal growth. Envisioning possibilities, or gauging what is in terms of what could be, opens new horizons and sheds different light into one’s reality. Imagination naturally occurs in make-believe activities, such as storytelling, or play. Creativity reigns in the mind of the artist. Intergenerational learning can be about making us all connected artists.

We also describe necessary conditions and research that may be required to develop or implement technologies that allow people good interaction in space-time and the requirement for research which configure automatically in the contexts we propose. These include personally owned technologies like mobile phones, physical technological artefacts in the environment and the wireless network, and its data, which increasingly pervades metropolitan space.

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