Keywords
edadismo, trabajo social, envejecimiento, interseccionalidad, inclusión, diversidad, ODS, ageism, social work, aging, intersectionality, inclusion, diversity, SDGs
Anti-Ageist Teaching in Social Work in Spain
Abstract
El capítulo analiza el edadismo como una forma de discriminación estructural que obstaculiza la consecución de los Objetivos de Desarrollo Sostenible. Se centra en la enseñanza del trabajo social en España y en cómo las metodologías activas y la perspectiva interseccional pueden contribuir a erradicar los prejuicios hacia las personas mayores. A través del modelo PEACE y proyectos de innovación docente, se promueve la sensibilización sobre el envejecimiento, la diversidad sexual y de género, la autonomía y las redes sociales en la vejez. El texto defiende la inclusión del enfoque antiedadista en la formación universitaria, vinculando la práctica del trabajo social con los valores de justicia social, derechos humanos y sostenibilidad.
This chapter explores ageism as a structural form of discrimination that hinders the achievement of the Sustainable Development Goals. It focuses on social work education in Spain and discusses how active learning methodologies and an intersectional perspective can help dismantle ageist stereotypes. Through the PEACE model and innovative teaching projects, it fosters awareness of aging, sexual and gender diversity, autonomy, and social networks in later life. The authors argue for integrating anti-ageist approaches into university curricula, emphasizing that social work practice must align with the principles of social justice, human rights, and sustainability. The chapter positions social work education as a key driver in combating inequality and promoting inclusive, respectful engagement with older adults.
This chapter explores ageism as a structural form of discrimination that hinders the achievement of the Sustainable Development Goals. It focuses on social work education in Spain and discusses how active learning methodologies and an intersectional perspective can help dismantle ageist stereotypes. Through the PEACE model and innovative teaching projects, it fosters awareness of aging, sexual and gender diversity, autonomy, and social networks in later life. The authors argue for integrating anti-ageist approaches into university curricula, emphasizing that social work practice must align with the principles of social justice, human rights, and sustainability. The chapter positions social work education as a key driver in combating inequality and promoting inclusive, respectful engagement with older adults.
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