Doing Adult Education as "Tertium Comparationis": Comparative Research in Cross-Border Regions at Germany's Peripheries through the Lens of Social Spatiality

Autor/inn/en	Schreiber-Barsch, Silke; Bernhard-Skala, Christian
Titel	Doing Adult Education as "Tertium Comparationis": Comparative Research in Cross-Border Regions at Germany's Peripheries through the Lens of Social Spatiality
Quelle	In: Research in Comparative and International Education, 13 (2018) 2, S.259-275 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918781111
Schlagwörter	Adult Education; Comparative Education; Comparative Analysis; Educational Research; Qualitative Research; Educational Practices; Social Environment; Spatial Ability; Regional Characteristics; Geographic Regions; Research Methodology; Concept Formation; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Vergleichende Erziehungswissenschaft; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Bildungspraxis; Soziales Umfeld; Räumliches Vorstellungsvermögen; Regionaler Faktor; Research method; Forschungsmethode; Concept learning; Begriffsbildung; Ausland; Deutschland
Abstract	Comparing places represents one of the most traditional threads of comparative inquiry. However, international and comparative (adult) education research has to date focused on comparing places more in the sense of territorial entities. In contrast, this paper moves away from understandings of national or regional territories as given, container-like units, criticised as methodological nationalism. It draws instead on theoretical approaches of social spatiality and, in particular, on Werlen's works on action-centred geography. Findings of qualitative research on organisations providing adult education in two cross-border regions at Germany's territorial periphery serve as an empirical framework, analysing the programme planning activities of their managerial staff. The paper argues that it is the pedagogical actions and practices of these professionals, rather than the territorial entities, that become the "tertium comparationis," eliciting the professionals' share in the overall process of (re)producing social space and, ultimately, territory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01