Making Memories
Nurturing the Desire for Intergenerational Solidarity: Why and How Based of Sharing Memories View Digital Media
Paper Presentation in a Themed Session Marie-Michèle Lord, Alexandra Ethier, Mélisa Audet
In Canada, a record number of generations live side by side. While much research has documented the issues surrounding this cohabitation - for example, intergenerational issues in the workplace, or the clash of generational values leading to social issues - a growing field of studies is focusing on the potential of intergenerational actions. It has been shown that intergenerational activities can contribute to reducing ageism and empowering seniors and encouraging their social participation. There is still much to be explored in terms of the potential of intergenerational projects, to maximize their impact and sustainability. While the positive effects for the elderly are often put forward, it is necessary to better understand the benefits for the younger generations. It is also important to better understand the ingredients that need to be put in place to ensure that intergenerational projects really do create the foundations for lasting intergenerational solidarity. The project presented here was carried out in 2025 and had the following objectives: 1) Co-construct a logical framework for deploying a “Sharing Memories” project between seniors and college students, so that it fosters intergenerational solidarity; 2) Evaluate the impacts of the “Sharing Memories” project using the Intergenerational Action Toolkit. The logical framework, broken down into 6 key moments, is presented. The results indicate that intergenerational actions have the potential to support the desire for intergenerational solidarity, and that efforts need to be made in the coming years to move beyond “simple” interactions between generations towards joint innovative actions.
The Weapons of Our Warfare: Older Black Americans and the Enduring Legacy of Liberating Transcripts
Paper Presentation in a Themed Session Jay Paul Hinds
The season of racial unrest that swept across the United States between 2020 and 2023 is now affixed within the American historical record and, of no less importance, the American psyche. Triggered by the murder of George Floyd, on May 25, 2020, protestors flooded the streets of several major cities across the United States to protest, directing their righteous anger toward a sociopolitical environment that, as demonstrated by word and deed, devalues Black life. During the summer of 2020, protests were galvanized and sustained by newly formed organizations, Black Lives Matter being the most recognizable, that moved from protest to enacting plans to bring about social policy reforms, many of which sought to change, permanently, the structural racism embedded in American society. Comparable to the Student Nonviolent Coordinating Committee’s role during the civil rights movement, these emerging movements were being sustained by young people from urban Black American communities. This paper argues that though the methods of protest might have changed, foremostly due to the use of social media, during the season of racial unrest, there is something that remained constant: Older Black Americans (i.e., over the age of sixty) still serve as the cultural repositories of the liberating transcripts—stories of wisdom, tradition, and resistance—that detail the legacy of Black Americans overcoming racism. Whether shared with the masses through public addresses or with loved ones in one-on-one conversations, the liberating transcripts of older Black Americans provide the stories that tell of the culturally specific weapons of our warfare against oppression.
Bridging Generations: Co-Constructing a Citizen Committee for Intergenerational Engagement in a College Initiative
Paper Presentation in a Themed Session Mélisa Audet, Julie Martin
Mobilisation Intergénérations is a five-year research initiative aimed at fostering intergenerational connections within a college context, while enhancing the research capacity of its community members in Quebec, Canada. Grounded in collaborative principles, the project brings together a diverse network of stakeholders, including community organizations, college staff, students and older adults. To promote inclusive governance, a participatory model was adopted, emphasizing citizen engagement and the integration of lived experiences into decision-making. In its second year, the initiative led to the co-creation of an intergenerational citizen committee, developed through collaboration with community members. This presentation outlines the co-construction process carried out between May 2024 and June 2025, through five meetings with a core group of intergenerational participants already engaged in the project. This pilot group laid the foundation for a full committee shaped by the needs of students and older adults, rather than by a research-driven model. Guided by a coordinator specializing in open innovation and participatory approaches, the process used facilitation strategies such as building on participants’ interests and experiences, encouraging open discussions, and anchoring the process in meaningful, hands-on activities. These approaches fostered ownership, dialogue and a shared vision for the committee’s role within the broader governance structure. Key outcomes include defining the committee’s composition, mission, objectives, and operations. The paper highlights facilitators and challenges encountered throughout the process, and early achievements of the committee. This case study offers practical insights into implementing inclusive, citizen-led governance in intergenerational research within higher education settings.
