Addressing refugees and non-refugees in adult education programs: A longitudinal analysis on shifting public concerns.

Autor/in	Käpplinger, Bernd
Titel	Addressing refugees and non-refugees in adult education programs: A longitudinal analysis on shifting public concerns.
Quelle	In: European journal for Research on the Education and Learning of Adults, 9 (2018) 2, S. 161-177Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:16140
URN	urn:nbn:de:0111-pedocs-161407
Schlagwörter	Bildungsinhalt; Inhaltsanalyse; Längsschnittuntersuchung; Programm; Integrationskurs; Politische Bildung; Erwachsenenbildung; Volkshochschule; Kursprogramm; 20. Jahrhundert; 21. Jahrhundert; Analyse; Thema; Flüchtling; Zielgruppe; Deutschland; Deutschland-BRD; Deutschland-DDR
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2