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The dissertation analyses the contribution of a social space research perspective to the understanding of (non-)participation of groups of less well-educated individuals in organized further education. Both, the theoretical as well as the methodological framing are defined by a social space perspective. In a substudy of the project “Learning in Social Quarters – Significance of Social Space for Further Education”, at the German Institute for Adult Education – Leibniz Center for Lifelong Learnin…
The article is based on the assumption that there is a dialectical correlation between biography and society. The authors develop an analytical category to better conceptually capture the influence of education policy frameworks through individuals’ professional performance. The main focus will be on the life stories of two figures which are pivotal for the development of the Hessian or even German history of adult education: Walter Korn and Rudi Rohlmann.
Exclusion by precarious inclusion and the “new spirit” of adult education “The social question in Europe has a new name: Exclusion” (Kronauer 2002, p. 9). A growing number of groups of the society are in danger of being excluded from the support of the society: the shield against social risks, in the first place unemployment, illness and poverty is increasingly becoming weaker; compensation benefits against a missing justice and selectivity such as for example adult education training opport…
Rassismus ist als gesellschaftliches Phänomen und Problem wieder verstärkt in den Blick geraten. Auch in der Erwachsenen- und Weiterbildung kann und sollte genauer hingeschaut werden – zum einen, ob und wie sie selbst von Rassismus und rassistischen Strukturen betroffen ist; zum anderen, wie sie helfen kann, eine fundierte Haltung gegen Rassismus und Ausgrenzung zu entwickeln. Darüber sprach Redakteur Jan Rohwerder mit Prof. Dr. Alisha M.B. Heinemann, Professorin für Bildungsverläufe und Divers…
Die Trendanalyse des Deutschen Instituts für Erwachsenenbildung ist eine Bestandsaufnahme zum Status quo der Weiterbildung. Sie trägt – nun zum zweiten Mal – die empirischen Daten aus den verschiedenen verfügbaren Quellen und Statistiken zusammen, um Entwicklungslinien in der Weiterbildung zu identifizieren und zu interpretieren. Ausgewertet wurden die aktuellen Trends in den Bereichen Angebots- und Teilnahmestrukturen, Einrichtungen, Personal, Finanzierung. Neu sind vor allem die Darstellunge…
Wie können Weiterbildungseinrichtungen gezielt Teilnehmende aus bestimmten sozialen Milieus gewinnen? Wie können zielgruppenspezifische Angebote erfolgreich konzipiert und durchgeführt werden? Was kann dieser Ansatz dazu beitragen, Weiterbildungsteilnahme insgesamt zu erhöhen? Auf diese Fragen antworten die Forschergruppen von Rudolf Tippelt und Heiner Barz mit der Strategie des "Milieumarketings". In diesem Band widmen sie sich speziell der Frage, wie milieu- und zielgruppenspezifische Ange…
Tendencies towards individualization have led to a pluralization of situations, phases and styles of living. Disengagement with reference to course participants manifests itself in the diversification of the group of course participants as far as their life situation (vertical disengagement), life phase (temporal disengagement) and style of living (horizontal disengagement) are concerned. The concept of social milieus as an integrative approach can represent tendencies of liberation and can a…
Functional illiteracy is often perceived as being connected to a strong taboo. Nevertheless new empirical results show, that there is a widespread personal knowledge about functional illiterates. About 40?% of adults know someone who shows low performance in literacy. This knowledge theoretically offers great potential to inform those performing low in reading and/or writing about possibilities in Adult Basic Education. This potential however is by far not fully exploited. By the majority those…
The demographic development in Germany will lead to the society servicing more older people than younger people. Against this background the contribution shows in which way institutions of communal adult education are called upon for developing specific offers that consider the different educational requirements and educational necessities of a very heterogeneous age group. By means of examples from the work at adult evening classes (Volkshochschulen) the author clarifies how contents, teaching…
