Addressing refugees and non-refugees in adult education programs
A longitudinal analysis on shifting public concerns
DOI:
https://doi.org/10.3384/rela.2000-7426.rela242Keywords:
Refugee, Adult Education Centre, Program Analysis, History, Program PlanningAbstract
The paper analyses mainly non-vocational courses offered by a sample of 47 out of the approximately 900 public adult education centres (Volkshochschule - VHS) in Germany. The focus is on courses, events or other learning forms dealing with refugees in Germany from 1947 to 2015. Refugees can be taught in all-refugee or in mixed-groups, but it can also mean that flight and refuge is an educational issue for non-refugees. The method of program analysis is used. The results demonstrate changes over time. German adult education centres have partly turned into language schools for refugees and migrants. Civic or liberal education courses have lost importance. Refugees and migrants are addressed more than in the past when mainly non-refugees were informed about the reasons why people become refugees. Finally, ideas for courses are put forward. They are related to past practices and other studies.
Metrics
References
Biesta, G. (2012). Becoming public: Public pedagogy, citizenship and the public sphere. Social and cultural geography, 13(7), 683-697. https://doi.org/10.1080/14649365.2012.723736
Cervero, R. M., & Wilson, A. L. (1994). The politics of responsibility. Adult education quarterly, 45(1), 249-268. https://doi.org/10.1177/0741713694045001001
Dörner, O. (2012). Bildanalysen in der Erwachsenenbildungsforschung. In B. Schäffer, & O. Dörner (Eds.), Handbuch Qualitative Erwachsenen- und Weiterbildungsforschung (pp. 291-306). Opladen: Budrich.
EAEA – European association for the education of adult (2016). Refugee integration: The (smart) way to do it? Retrieved May 26, 2018, from https://eaea.org/2016/04/21/refugee-integration-the-smart-way-to-do-it/
Fleige, M., Zimmer, V., & Lücker, L. (2015). Programmplanung und die Ansprache von Adressatinnen und Adressaten ‚vor Ort‘. In C. Bernhard et al. (Eds.), Erwachsenenbildung und Raum (pp. 117-128). Bielefeld: W. Bertelsmann.
Gieseke, W. (Ed.) (2000). Programmplanung als Bildungsmanagement? Recklinghausen: Bitter.
Heinemann, A. (2014). Teilnahme an Weiterbildung in der Migrationsgesellschaft - Perspektiven deutscher Frauen mit Migrationshintergrund. Bielefeld: Transcript Verlag.
Heuer, K., Hülsmann, K., & Reichart, E. (2008). Neuer Service für die Programmforschung. DIE-Zeitschrift für Erwachsenenbildung, 15(4), 46-48.
Hockenos, P. (2018, May 9). Germany’s secret labor experiment. The New York times. Retrieved May 12, 2018, from https://www.nytimes.com/2018/05/09/opinion/germans-secret-labor-experiment.html
Käpplinger, B. (2008). Programmanalysen und ihre Bedeutung für pädagogische Forschung. In Forum Qualitative Sozialforschung. Retrieved August 6, 2016, from http://www.qualitative-research.net/index.php/fqs/article/view/333
Käpplinger, B. (2011). Methodische Innovationen durch neue Nutzungen und Kombinationen einer alten Methode. REPORT - Zeitschrift für Weiterbildungsforschung, 34(1), 36-44.
Käpplinger, B. (2015a). Addressing 21st century learners - A comparative analysis of pictures and images in programs of adult education providers. In Proceedings for CASAE in May 2015 in Montreal (pp. 171-177). Retrieved August 6, 2016, from journals.msvu.ca/ocs/public/CASAE-2015-conference-proceedings.pdf .
Käpplinger, B. (2015b). Adult education research seen as field or as rhizome – Results and potentials of different perspectives. RELA, 1. Retrieved May 11, 2018, https://doi.org/10.3384/rela.2000-7426.rela9061
Käpplinger, B. (2017). Standing on the shoulders of giants – Building on existing knowledge. International yearbook of adult education, 40, 29-41. https://doi.org/10.7788/ijbe-2017-0103
Käpplinger, B., Robak, S., Fleige, M., von Hippel, A., & Gieseke, W. (Eds.) (2017). Cultures of program planning in adult education. Frankfurt: Peter Lang. https://doi.org/10.3726/b11145
Käpplinger, B., & Sork, T. (2015). Making program planning more visible. In W. Jütte, & S. Lattke (Eds.), Professionalisation of adult educators (pp. 183-200). Frankfurt: Peter Lang.
Klingenberg, M., & Rex, S. (2016) (Eds.). Refugees: A challenge for adult education. Bonn. Retrieved May 11, 2018, from https://www.dvv-international.de/fileadmin/files/Inhalte_Bilder_und_Dokumente/Materialien/IPE/IPE_76_EN_web.pdf
Maas, T., & Richter, F. (2015). ‘Pegida als bildungsmäßig unterschichtig zu bezeichnen, wäre falsch’ Was passiert montags in Dresden? - ein Gespräch mit Frank Richter. DIE-Zeitschrift für Erwachsenenbildung, 22(2), 37-39.
Manninen, J. (2017). Empirical and genealogical analysis of non-vocational adult education in Europe. Journal of lifelong learning, (63)3, 319-340. https://doi.org/10.1007/s11159-017-9638-1
Martin, I. (2000, June). Reconstituting the agora - Towards an alternative politics of lifelong learning. AERC conference proceedings,Vancouver. Retrieved June 15, 2018, from http://newprairiepress.org/aerc/2000/papers/51/
Nolda, S. (2010). Programmanalyse – Methoden und Forschung. In R. Tippelt, & A. von Hippel (Eds.), Handbuch Erwachsenenbildung/Weiterbildung (pp. 293-307). Wiesbaden: VS Verlag. https://doi.org/10.1007/978-3-531-92016-0_18
Öztürk, H. (2012). Heterogenität des Migrationshintergrundes als Herausforderung für Weiterbildungsorganisationen. In M. Göhlich et al. (Eds.), Organisation und kulturelle Differenz: Diversity, Interkulturelle Öffnung, Internationalisierung (pp. 83–94). Wiesbaden: VS Verlag. https://doi.org/10.1007/978-3-531-19480-6_7
Öztürk, H. (2014). Migration und Erwachsenenbildung. Bielefeld: Bertelsmann.
Palmén, M. (2016). Overview: Refugees and adult education in Europe. Retrieved May 26, 2018, from https://www.elmmagazine.eu/articles/overview-refugees-and-adult-education-in-europe/
Robak, S. (2015). Angebotsentwicklung für Flüchtlinge. EB –Erwachsenenbildung, 4, 10-13.
Schrader, J. (2014).Strategies of modernization and their effects on configurations of adult education. In B. Käpplinger, & S. Robak (Eds.), Changing configurations in adult education in transitional imes (pp. 57-73). Frankfurt: Peter Lang.
Sork, T. J. (2010). Planning and delivering of programs. In C. E. Kasworm, A. D. Rose, & J. M. Ross-Gordon (Eds.), Handbook of adult and continuing education (pp. 157-166). Los Angeles.
Sprung, A. (2012). Migration bewegt die Weiterbildung(?) Entwicklung, Trends und Perspektiven in Wissenschaft und Praxis. REPORT - Zeitschrift für Weiterbildungsforschung, 35(4), 11-20.
Stanik, T., & Feld, J. (2016). Organisationale Positionierung und Umgangsweisen von Volkshochschulen im Flüchtlingsdiskurs. Hessische Blätter für Volksbildung, 66(4), 364-372.
Subasi, S. (2018). Adult education efforts for refugees: a case of a border city in Turkey. Dyskursy Mlodych Andragogów, 19 (in press).
Wildemeersch, D. (2017). Opening spaces of conversation: Citizen education for newcomers as a democratic practice. International journal of lifelong education, 36(1-2), 112-127. https://doi.org/10.1080/02601370.2016.1254435
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Bernd Käpplinger
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
As RELA is an open access journal, this means that anyone who can access the Internet can freely download and read the journal. There are no commercial interests for Linköping University Electronic Press or the European Society for Research on the Education of Adults (ESREA) in publishing the journal. There are no charges for publishing authors.
The core idea of open access is that copyright remains with the author(s). However, we publish with the agreement of the author that if she or he decides later to publish the article elsewhere, that the publisher will be notified, prior to any acceptance, that the article has already been published by RELA.
When publishing with RELA, it is with the agreement of the author that if they make their article available elsewhere on the internet (for example, on their own website or an institutional website), that they will do so by making a link to the article as published in RELA using the Digital Object Identifier (DOI) number of the article and acknowledge in the text of the site that the article has been previously published in RELA.