ABSTRACT
This chapter outlines the premises that provide a viable theoretical basis for intergenerationally focused, place-responsive education. It provides some selected policy issues around intergenerational programming and education. After providing a definition of intergenerational education, the chapter sets out two premises that inform the view of intergenerational education such that the people and places are reciprocally enmeshed and co-emergent, and following is the people learn through making embodied responses to differences. Taken together, the two premises are useful for understanding, programming and researching intergenerationally lived experience in a relational manner. In a generationally responsive curriculum, the chapter argues that places are not backdrops to the social action, and that generational relations are linked to place-person relations. This chapter notices many policies regarding the changing demographics of developed world populations. In redress, it seeks to delineate the viable premises for place-responsive intergenerational education and the consequences for practice.
