Who counts? Disruptions to adult education's idyll and its topography of lifelong learning: Interlinking Rancière's political philosophy with adult education.

Autor/in	Schreiber-Barsch, Silke
Titel	Who counts? Disruptions to adult education's idyll and its topography of lifelong learning: Interlinking Rancière's political philosophy with adult education.
Quelle	In: European journal for Research on the Education and Learning of Adults, 9 (2018) 2, S. 179-192Infoseite 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	10.25656/01:16142
URN	urn:nbn:de:0111-pedocs-161420
Schlagwörter	Qualitative Forschung; Inklusion; Demokratie; Illegaler Aufenthalt; Politische Bildung; Politische Philosophie; Zivilgesellschaft; Erwachsenenbildung; Lebenslanges Lernen; Behinderung; Migrant; Deutschland; Frankreich
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/2