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International Journal of
Population Studies Australia’s Knitting Nannas lifelong learning

It discusses both motivation for learning and the impact the Third Age). Through the research, I developed this
of participation on the lives of these older women in conceptual segmentation of KNAG learning processes
KNAG. Drawing on my Ph.D. research, I outline how to focus on gender and identity by combining “Nanna”
engagement in environmental activism stimulates a (older woman) with “agogy” (derived from the Greek
learning ecology that promotes transformative and “I lead” meaning “learning”). Nannagogy is, thus, a
emancipatory learning dispositions and benefits for concept of older women’s learning, which is explored as a
well-aging. I refer to this as “Nannagogy.” The Nannas hypothetical construct.
have demonstrated how older women challenge the This article continues with theory and a literature review
“double jeopardy of old age” embodied in ageist sexism of ageist sexism in relation to older women’s learning, with
(Formosa, 2005, as cited in Findsen & Formosa, 2011, reference to critical feminist geragogy and provides a brief
p. 95) to become well-regarded anti-coal seam gas (CSG) overview of older women’s environmental and climate
environmental activists. justice SML. Subsequent sections cover research methods,
The research posed the following question: “What results, and discussion.
educational processes enable older women to experience
personal transformation that leads them to become 1.1. Theory and literature review
environmental champions actively contributing to the Older adulthood is a phase within the continuum of aging
transition to a low-carbon economy?” Two specific through adulthood. The terms “elder” or “the eldest” refer
subquestions framed the research. specifically to individuals, while “older” or “the oldest”
The first subquestion was, “What have the older women refers to both individuals and objects. Throughout this
learned about starting and growing their movement to article, these terms are used interchangeably (Merriam-
become 40 or so groups in just 4 years, from 2012 to 2016?” Webster, 2021).
This question was designed to understand the motivations An increasing demographic in Australia and
and learning processes that led to the development of the worldwide, older women are categorized into three age
older women’s environmental activist identity. The initial groups: young-old (65 – 74), old-old (75 – 84), and oldest-
inspiration behind the movement laid the foundation for old (85 and beyond) (APA Dictionary of Psychology,
subsequent learning. Understanding why older women n.d.). Older women live within two interweaving
were attracted to KNAG and identifying their pre-existing culturally based systems of oppression: ageism and sexism
capabilities that predisposed their involvement, referred to (Wilińska, 2016). Breaking the nexus of these oppressions
as their learner entry behaviors, was central to addressing enables agency, activism, and active aging for those who
this question. choose it.
The second subquestion was, “What learning processes The human rights implications of climate change
have enabled older women to sustain motivation and on aging populations intertwine ageism with multiple
ongoing engagement in activism supporting the transition intersectionalities and vulnerabilities associated with
to a low-carbon future?” This inquiry investigated the fundamental well-being (United Nations Human Rights
learning processes that facilitate the maintenance and Council [UNHRC], 2021). Despite this, older people are
sustainability of engagement and commitment to the often overlooked in climate-related protections in national
KNAG causes, transitioning from fossil fuels and protecting and international law. However, it is recognized that
the environment for future generations. “older persons possess enormous knowledge, experience,
skills, and resilience,” and enabling their “participation in
This article primarily focuses on findings from the first climate action is not only a human rights imperative but
subquestion to provide the reader with an indication of the also a means of ensuring effective solutions for all people
nature of the findings and analysis undertaken.
and for the planet” (UNHRC, 2021, p. 16). The UNHRC
In a manner similar to how theories of education (2021) recommended strategies to include older persons
segment learner needs and styles based on age and in policy-making and planning, such as membership of
stage, I initially coined the portmanteau of “Nannagogy” national delegations to the United Nations Framework
to differentiate KNAG learning processes from other Convention on Climate Change. In addition, it proposed
established and formalized learning systems such as opportunities for later-life learning to maximize the voice
pedagogy (childhood teaching and learning in schooling), of older persons concerned about the sustainability of
andragogy (adult teaching and learning, such as their communities in the face of climate change, as well
vocational or higher education), and later-life learning as facilitating intergenerational dialogue around climate
(post-retirement learning, for example, University of change and the environment.

Volume 10 Issue 2 (2024) 2 https://doi.org/10.36922/ijps.381