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Verfasser
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Schreiber-Barsch, Silke; Fawcett, Emma
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Titel
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Inklusionsarchitekturen: Wie wird ein Lernort zu einem inklusiven Lernort im öffentlichen Raum des Lebenslangen Lernens?
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Jahr
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2017
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In
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Zeitschrift für Weiterbildungsforschung 2017(3): Offenheit
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Seite
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295 - 319
- Zitierlink
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http://www.die-bonn.de/id/36755
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- Abstract
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The paper raises the question of how inclusion, in the sense of the UN Convention on the Rights of Persons with Disabilities, is operationalized in institutional learning settings for adults. It presents findings of a qualitative pilot study. Based on a relational theory of space, the findings elicit a conceptual model of the architecture of inclusion at public places of learning for adults. The model illuminates the way social space is constituted in and by the actions of professionals, and the resulting consequences for access to public learning places and order/ings of participation there, in particular regarding “dis/ability”. Thus, places of learning act as a magnifying glass on the daily arena of (contested) negotiations on belonging to the community of learners.
