Centred around Freirian praxis ideology, Critical Educational Gerontology [CEG] is premised on emancipation, “to illuminate the social and political rights of old age” (Findsen & Formosa, 2011, p. 93).  Cusak (1999; Cusak & Thompson, 2003, as cited in Findsen & Formosa, 2011) developed programming to address CEG, “to liberate senior students from stereotypical assumptions about what it means to be old, change attitudes towards older people, and open up new possibilities in later life” (p. 94).  It is within the scope of Cusak’s programming that I draw my own conclusions as to what CEG (or critical geragogy) should encapsulate; the challenging of stereotypes and assumptions of ageing and older adult learning, to empower and emancipate the learner.

An interesting journal article was shared on CEG:

Critical educational gerontology:  A third statement of first principles