Who counts? Disruptions to adult education’s idyll and its topography of lifelong learning
Interlinking Rancière’s political philosophy with adult education
DOI:
https://doi.org/10.3384/rela.2000-7426.ojs253Keywords:
citizenship, Rancière, spatiality, disability, civic learningAbstract
The question: ‘who counts?’ is raised in this paper at modern democratic society’s fabric, and, more specifically, at the arena of adult education and its counting procedure regarding its clientele, bringing the issue of dis/ability to the fore. For, thus, interlinking citizenship, adult education, and dis/ability, the paper explores the work on disagreement and dissensus by the French political philosopher Jacques Rancière as a theoretical framework. References to qualitative empirical research, elaborating on citoyen sanspapiers (= people without legal papers) in France and on planning and managing activities towards inclusive learning settings by adult education practitioners in Germany, serve to illuminate the theoretical underpinnings’ strengths and limitations. It shall lead not only to a fruitful encounter between interdisciplinary theoretical approaches, but also to push the claim that deliberation and civic learning ultimately depends on expressing voice and being listened to, not least by adult education academia, profession and practitioners.
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