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Later‐Life Learning Among Latin Americans in Canada: Toward a Critical Pedagogy of Place
This article examines interconnections between place‐based education and the Latin American Canadian migratory life course. It presents findings of a grounded theory study that utilized in‐depth interviews of 15 Latin American Canadian immigrant older adults (55 years and older) who participate in a mobile adult day support programme in northwest Toronto. The study explored the experiences of service‐users of place‐based education aimed at developing or strengthening their livelihooddoi:10.17645/si.v10i4.5695 fatcat:3wrhkq4hznardjudirctjeva34